m^Mf^Mmrnmnm^ 




^-j^^J/tEACHERS' MANUAL 

(essons*'n*-|^anguage. 

TARBELL. 



GINN ^^ COMPANY. 




Ki\ 



TEACHERS' MAJSTUAL 



oy 



Lessons m Language. 



BY 



X 



■^ 



HORACE S. TARBELL, 

Superintendent or Schools, Providence, R.I., 
Author of Lessons in Language. 



o5 



£* 






BOSTON, U.S.A. : 
GINN & COMPANY, PUBLISHEES. 

1892. 



v^ 






Copyright, 1892, 
Bt H. S. TARBELL. 



Ttpographt by J. S. Gushing & Co., Boston, U.S.A. 



Presswork by Ginn & Co., Boston, U.S.A. 



MANUAL 



TARBELL'S LESSONS IN LANGUAGE. 



oJ<Ko 



INTRODUCTION. 

In this introduction will be found certain suggestions that are 
applicable to several grades of pupils. 

Those suggestions and details of work which are particularly de- 
signed for a single grade follow this introduction and are arranged 
in chapters whose titles designate the grade to which they are appli- 
cable. 

By pupils of the first grade are meant pupils of the lowest grade, 
or first school year. 

The name of the grade, as used in this book, corresponds, in all 
cases, with the number of the year of school work. 

The allotment of this work to the several years — first, second, and 
third — is not intended to prevent more or less being done by classes 
than is here laid down ; but to form an approximate standard of prog- 
ress, and to indicate the order in which the work is best accomplished. 
Classes of higher grades must often review the work of lower grades. 
When a subject, already partially treated, is to be taken up anew, it 
will usually be best to begin with a review of the work already done 
in this subject. 

There are two lines of work — oral and written — that must be 
carried on simultaneously almost from the first. 

1 



2 MANUAL TO LESSONS IN LANGUAGE, 

The oral work leads to the formation of a working vocabulary, and 
to the ability to use it, in accordance with good usage, in the con- 
struction of sentences. 

When the child enters school his vocabulary consists of names for 
things, words to denote quality, action, relation, manner, place, etc., 
and he usually has the power to combine these in sentences to express 
his judgments. It is the duty of the teacher to revise and extend this 
vocabulary, until it shall cover all the fundamental forms of thought. 
This is best done by conversational lessons that recall observations, 
and lead to further exercise of the pupiFs senses, through which alone 
come his conceptions. 

Marcel says : " An enlightened teacher can always draw out his 
pupils by questioning them on the forms, colors, dimensions, and other 
properties of any article whatever ; on its value, origin, mode of fabri- 
cation, and on the substances which enter into its composition. By 
the relations which this article may bear to others, he will be led to 
conversing with them on a great number of things, which cannot fail 
to extend their vocabulary and enlarge the sphere of their ideas." 

The second and, after a time, parallel work is to give the pupil the 
ability to write the sentences expressing his thoughts. 

To gain this ability certain steps are helpful. 

First, to copy script. 

Second, to copy print in script form. 

Third, to write from memory. 

Fourth, to write from dictation. 

Fifth, to learn the use of capitals and marks of punctuation, and 
become familiar with customary forms of various papers or docu- 
ments. 

These are items of technical knowledge pertaining to the written 
forms of composition, and their mastery will enable one to express 
himself with the same readiness with his pen as with his tongue. 

The oral process must, in all cases, precede the written, as being 
simpler, readier, and less difficult. 

The first four of the steps enumerated above can be taken best 
under the eye and inspired by the voice of the teacher. It is a mis- 
take to put a book on language into the hands of the pupil at this 
stage of his progress. 



THE LESSONS. 3 

Of the fifth step not much can be taken without the need of a text- 
book being seriously felt. 

The art of composition itseK may be quite independent of the pen, 
and at first proceeds best without it ; for the child thinks in spoken 
words, and puts his thoughts into written words only by a process of 
translation. 

Later in life, if he practise composition much, he thinks directly in 
written words, — as one learns to think in French after considerable 
study of the language, — and then the pen becomes an important aid 
to composition. 

The conversational exercises designed to increase the number and 
distinctness of the pupil's concepts, and to give him a knowledge of 
the words which are their signs, may be considered language lessons or 
object lessons, according as they are viewed from their formal or their 
material side. 

Language must have a place in the daily school programme, and 
must also receive attention in all school exercises. In the time of the 
regular language lesson the pupils learn what to say and how to say 
it; but in all their exercises their habits of speech are in process of 
formation, and must be continually guarded. 



THE LESSONS 

in this Manual are so framed as to secm^e from the pupils the use of 
the essential forms of common speech. If the children use these 
forms readily, through the influence of cultured homes or of previous 
instruction, the class passes at once to the next topic of instruction. 
With uncultivated and untrained children the questions in these 
exercises will occasion the thoughts which the teacher desires to have 
expressed ; but the proper form of expression may not be within the 
pupils' power. In such cases, — and they*will be many, — the proper 
answer must be substituted by the teacher, and the child be re- 
quired to repeat his answer in the proper form. The child is to be 
stimulated to mental activity and free expression. He must be led to 
form the habit of good expression, so that he will try to say in precise 
and accurate language just what he thinks. 



4 MANUAL TO LESSONS IN LANGUAGE. 

Incoiiiplete and inaccurate sentences should be rejected, and good 
answers should receive judicious commendation. A very good answer 
may sometimes be written upon the board by the teacher or by the 
pupil who made it. This serves the double pm^pose of affording 
commendation and presenting a model. 



GENERAL. METHOD. 

When a new topic is taken up, it should be dwelt upon until 
thoroughly understood by the class. This will usually require a full 
lesson, and often two, three, or four lessons. This point being 
gained, the teacher should advance to the next topic, and so proceed, 
in regular order, through the course for the year, or grade. AVhen a 
topic is first taken up, if it be at all difficult, the entire time of the 
lesson in language should be given to it ; but, usually with the second 
and subsequent lessons on a given topic, some review work, increasing 
daily in amount until the next topic is taken, can be done. This 
review work should consist usually of two parts : first, a continuation 
of the work upon the preceding topic ; second, a more remote review 
which begins with topic one, and continues until it overtakes the 
advance work. The remote review should then commence once more 
near the beginning of the work, and so on continually. In the later 
reviews, topics upon which sufficient attention has been bestow^ed can 
be passed over as the review proceeds. 

The lesson will thus usually consist of three parts : the advance 
work, the near review, and the remote review. 

Probably the first exercise of the morning and of the afternoon 
session will be found most advantageous for this work. All should 
participate. 

In new work, the bright, quick pupils should be called upon first, 
and the slower ones later." In review work, this order should usually 
be reversed, but none should be neglected. After the first two years 
a single daily exercise wdll be sufficient. 



TIME BEQUIBED. — DICTATION. 



TIME REQUIRED. 

Training children to use well their mother tongue will require 
much time and effort from the teacher. Much more than in any otiier 
school work will skill in questioning be required. Many of the ques- 
tions which the teacher proposes to ask must be formulated in advance 
with great care and either committed to memory or copied into the reci- 
tation note-book. Success will demand an immense amount of drill 
and iteration. Day after day, w^eek after week, month after month, 
must the teacher continue the work of establishing the habit of using 
this and that acceptable form of speech. 

Do not fear that it will be monotonous to the children. If you pre- 
pare yourself wdth care every day the w^ork will never be wearisome to 
your pupils, but pleasant rather, because a sense of growing skill and 
power will give them delight. And yet a caution is advisable. A 
series of similar questions, involving no effort to answer them, may 
become tiresome. Only thought-compelling questions or those directly 
preparatory to such should ever be asked in the recitation. 



DICTATION. 

Dictation is an exercise w^hose importance cannot well be overrated. 
Not much original written work should be attempted until the pupil 
has had considerable dictation drill. 

Before dictation is attempted the pupil should have practice in 
copying script from the blackboard and print from a text-book. Next, 
the pupil should write from memory verses, maxims, and gems until 
he obtains readiness in the use of the pen. 

While this practice is in progress the pupil should gain some knowl- 
edge of the fundamental rules of punctuation, of capitals and para- 
graphing, from having his attention called to these elements in that 
which he copies. 

The teacher should make herself sure by test and explanation that 
the meaning and spelling of every word in the sentences to be dictated 
are known by the pupils before they are set to writing them. 



6 MANUAL TO LESSONS IN LANGUAGE. 

The first dictations should be of matter \Yhich had been copied 
some time before. These dictations should be followed by those of 
new matter, quite similar in form to the previous ones. 

This work is particularly adapted to the second and third years 
of school life, and should occupy a large percentage of the time allotted 
to language lessons during these years. If it be carried on in an 
order duly progressive and with sufficient painstaking, an admirable 
foundation for future progress will be laid. 

A dictation exercise may be conducted as follows : The class being 
ready with slates and pencils at hand, but not in hand, the teacher 
reads through the paragraph which is to be dictated, pupils listening 
but not writing. The teacher then reads again the paragrajDh, a few 
words at a time, and pauses at the end of each reading to give the 
class time to write the words read. When the paragraph is in this way 
completed, the teacher may reread it continuously as was done at first. 

After the dictation, have the exercise written correctly upon the 
blackboard. (If this could be done before the lesson and could re- 
main covered from the sight of the children it would be better.) Let 
each pupil then compare his own work with the board work and make 
the necessary corrections. 

If the exercise is not new or specially diffictilt, instead of correcting 
from the blackboard, papers may be exchanged for correction and the 
teacher may then reread the dictation, naming the points to be 
noticed. 

ORAL DESCRIPTIONS. 

The child's first descriptions will, of course, be oral, and likewise 
brief and partial. They should be of things in which he is interested, 
and about which he desires to tell others. A child may be sent to the 
window and after taking his seat may tell of one or of several 
things that he saw, describing them so as to picture them to his 
mates. Perhaps he saw a tree. Let him so describe it that the others 
will recognize it. Perhaps he saw a man in a carriage. Let him give 
such items respecting the man, the horse, the carriage, as will convey 
some definite idea. He may describe, without naming it, somethmg 
that he saw on his way to school, and the class may tell what it is. 



CHILBBEN ' S GAMES. — NABBA TION. 



CHILDREN'S GAMES. 

The games of children furnish good material for language work. 
Ask the children what games they know how to play ; how many can 
play each game. Have some child tell the rest how it is done. If it 
be a game for the house let several of the children play the game, the 
rest looking on and thinking how to describe it. 

After the game is over have several of the children describe the 
game as it was and as it should be played, giving the good points 
noticed and criticising the mistakes or neglect of the players. 

Such a topic makes a good subject for oral, but not for written, 
composition, except with pupils older than we are now considering. 
Such a topic will afford a convenient opportunity to give the children 
the idea of orderliness in description. 



NARRATION. 

N'arration concerns itself with events; description, with things. 
Narration uses verbs and adverbs as description uses nouns and 
adjectives. The study of narration begins with personal experiences, 
continues through stories, heard or read, fables, and biographies, to 
history, which is the highest form of narration. 

For an early exercise in narration, encourage children to tell what 
they did last evening after school, this morning before coming to 
school ; what they did on Saturday last-; what they did in the last vaca- 
tion. Children should be encouraged to tell their mates of the things 
they have seen and heard. The desire to tell should give zest to ex- 
pression. In the effort to interest others in their discoveries real 
composition can be secured without drudgery. Every night tell the 
little ones to find out something for the next day, and in the morning 
have a conversation exercise based on the children's own discoveries. 



MANUAL TO LUSSONS IN LANGUAGE. 



ORAL. REPRODUCTION. 

One of the best tests of a trained mind is the ability to reproduce 
a story accurately and fully. One of the best exercises in language 
training is reproduction. Reproduction is of thoughts, not of words 
nor of sentences. 

For a child to be able to give readily and in good language the 
substance of what is told to him or of what he reads is an attainment 
of great value. His career as a pupil depends very largely upon the 
possession of this power. 

Teachers usually try to train their pupils in this direction, but 
many fail because they do not attempt it wisely or with sufficient 
preparation. The child will reproduce better what he hears than 
w^hat he sees ; narration than description. Hence stories told to the 
children should be selected for the first reproductions, (a) The work 
may be commenced by asking each child to tell a little story to the 
class, beginning with the children most forward and apt in this work, 
and continuing until all or nearly all have told two or more stories. 
(b) The teacher may tell short and interesting stories to the class, and 
have them repeated on the following day by several of the children. 
Fables, anecdotes, biblical and classical stories are suitable for this 
purpose. The story should be very interesting and long enough to 
prevent the pupijs from remembering the exact words of the teacher, 
but not too long to have the incidents all recalled by the greater part of 
the pupils. It will do no harm to repeat the same stories over again after 
a few weeks, (c) The teacher may read a little story, stopping at the 
end of each phrase and sentence to give the explanations which seem 
necessary. There should be an animated and interesting conversation 
in which the children should take the larger part; but the thought 
and form should be directed by the teacher. ^' Do not talk to the chil- 
dren, but with them. The child is, above all things, active, and this 
activity should be afforded full opportunity to display itself." It is 
not so much you who are to talk with the children as the children 
who are to talk with you. The explanations finished, the teacher 
will read the story a second time from beginning to end without inter- 
ruption, and will then have it repeated from memory by several of the 



WRITTEN REPRODUCTIONS. 9 

children, letting the other pupils supply any omissions or correct any 
misstatements. The story may be repeated on other days by other 
pupils until it can be told readily by any of the class. 



WRITTEN REPRODUCTIONS. 

Written reproductions should not be attempted until the class has 
reached a fair degree of facility and of correctness of expression in 
oral reproductions. 

Oral expressions can readily be put into better form, if need be, 
through the suggestions of the teacher before crudities of expression 
have become fixed as they would be by the use of the pencil. 

It is fortunate that when we express ourselves in oral language, 
intent chiefly upon the thought, as we always ought to be in a first 
expression, the language that we use makes very little impression 
upon us, and we are not very likely to recall it. But if we write, the 
slowness and formality of the writing and the sight of the words in 
their order in the sentences, tend to fix the words and their arrange- 
ment in the mind. Hence, expressions should be put into the best 
form readily obtainable by the pupil, before they are committed to 
writing. 

Method. After a story has been reproduced orally, and before it 
has become familiar by repetition, the teacher may write upon the 
board a little summary of the story or a column of catch words that 
will help the pupils to reproduce the story. The pupils may then 
be set to writing it, each in his own style, but fully and interest- 
ingly. During this writing the teacher may pass among her pupils 
to notice their work, giving an occasional suggestion or criticism, or 
she may stand by her desk ready to answer questions as to the 
spelling of words, the punctuation of sentences, or the best forms of 
expression. 

When the time for writing has expired, all should be required to 
cease writing and to attend to the reading and criticism of what they 
have written. As they read, one after another, their reproductions, 
these may be criticised by the teacher or by the pupils as to (1) omis- 
sions, (2) incorrect statements, (3) faulty constructions. 



10 MANUAL TO LESSONS IN LANGUAGE. 

Omissions should be supplied by other members of the class. Incor- 
rect statements should*be rectified and faulty constructions amended 
during a free and kind conversation between teacher and pupils. 

It is not necessary that the teacher should look over the slates or 
papers for minute criticisms. The reading will suggest the main 
points. 

The teacher of younger pupils may ask, ^Yhat is your first sen- 
tence? How does it begin? How is it punctuated? How are the 
words spelled? Can it be improved? Appeal to the class to know if 
the answers are correct. 

Exercises not well done should be rewritten. Young children are 
much more patient of these re^Titings than older ones are, and all of 
the simpler and more common faults of writing ought to be extirpated 
at an early period. 

GEMS. 

Pupils from their first attendance at school to their entrance to the 
high school should learn every week some line, stanza, or paragraph, 
beautiful in thought and in language. 

At first the sentiment, the moral influence of the passage, should be 
chiefly considered ; but later the beauty and the force of the language 
and the breadth and the truthfulness of the thought must be regarded. 
For the first half dozen years of school life, all in a class should learn 
the same passages and recite them individually and in concert, receiv- 
ing such paraphrase and explanation as may lead the pupils to get the 
thought and appreciate its dress. 

Selections to be memorized are not included in this book, for much 
will depend upon the taste and must be left to the choice of the indi- 
vidual teacher. The somxes of such gems as may suit the taste of all 
are not far for any one to seek. 



DESCRIPTION OF PICTURES. 

A favorite exercise with teacher and pupils is the description of 
pictures. This cannot well be done before the second year. Some 



BESCBIPTION OF PICTURES, 11 

preliminary training is requisite to prevent the description from becom- 
ing mere talking with little thought, or the dull repetition of a form. 
Monotony is proof of bad method. Before pupils undertake the 
description of pictures they need preparatory lessons in describing 
position, form, size, color, and quality. The forms " I see," " there 
is," " he has," and others, with their plurals and the present and past 
tenses of several verbs such as are needed in describing actions, must 
also be taught. 

The teacher's platform or the corner of the room in front of the 
pupils may constitute the frame of the first pictures to be described, 
and the children themselves, variously posed, may represent the 
pictures. This will awaken interest, secure thought and free expres- 
sion, give endless variety, and accord with the order of the child's 
mental development. 

Position is one main element to be described in a picture. A good 
drill upon description of position may be given by placing two or 
three boys before the school in certain relative positions wiiich the 
pupils describe. Vary these positions and secure the appropriate 
changes in the description. 

A very simple arrangement might be described as follows : " On the 
platform are two girls, Mary and Ellen. Mary is older than Ellen, 
and is sitting in a chair, while Ellen is standing at her right side a 
little in front of her. Ellen is holding out a book to Mary. I think 
she will let Mary take the book to study her lesson." 

This is more than enough for the younger pupils to say at first, but 
as they become expert at description they can describe, more minutely, 
the girls, their dress, their attitude, their purpose, their actions, etc. 

Various articles may be made accessory to the main features of the 
scene, as the desk, the blackboard, the cabinet, the doors, the win- 
dows, the pictures upon the wall. 

A definite understanding of the extent of the picture should be 
given in advance. The teacher may enter the scene, acts may be per- 
formed, and little tableaux arranged, as the skill of the pupils in 
description increases. 

The following hints of simple arrangements that can readily be 
varied and improved by any apt teacher, are given to suggest the 
resources for this work found in any school-room : — 



12 MANUAL TO LESSONS IN LANGUAGE. 

1. A child with her doll, which she is teaching to walk (dance). 

2. Teacher holding in her lap a little child, who . . . 

3. A boy, with two others as his horses. 

4. Boy playing doctor to the doll of a little girl. 

5. Two boys, with hats and canes. 

6. Girl with basket on arm. 

7. Boy with express-wagon. 

8. Teacher pointing to an example on the blackboard, at which 
three boys are looking. 

9. Little girl arranging teacher's desk. 

10. Ditto, two girls . . . 

11. Boy holding another by the hand. 

12. Small boy teaching a class. 

13. Pupil writing on the board, another sitting in the teacher's 
chair reading. 

14. A little girl showing a smaller boy pictures in her book. 

15. Two boys leaning over a table drawer. 

16. A boy helping a little girl down from the platform. 

17. Five children dancing in a ring. 

18. One girl putting flowers into another girl's hair. 

19. Two girls seated, with their dolls. 
. 20. Two boys shaking hands. 

21. Boy leaning on the back of an empty chair. 

22. Boy leaning on the chair in which another is seated. 

23. A girl showing another something in a basket. 

24. Two girls, with arms around each other's necks, pointing to a 
girl on the other side of the platform. 

25. Boy and girl, with skates in their hands. 

26. Two boys, one with skates in his hands, the other with books. 

27. Two boys come upon the platform from opposite sides, meet, 
shake hands, and pass off. 

28. A child with eyes shut and mouth open, another putting some- 
thing into the open mouth. 

29. Two children with hands clasped high, a third creeping under 
their hands. 

30. A boy giving a girl some flowers. 

31. Two boys swinging their caps. 



METHODS WITH PICTURES. 13 



METHODS WITH PICTURES. 

Many sets of pictures suitable for this work are now published, 
or the teacher can make her own. Some gray cardboard cut to suita- 
ble size, a paste-brush, paste, and scissors will furnish the " plant." 
Publishers* catalogues, the illustrated papers, juvenile picture books, 
the card stores, etc., etc., will furnish the pictures. The children will 
readily bring many of them from home. 

Large pictures easily seen by one entire class may be mounted on 
manilla paper, with eyelets attached for suspension. 

A picture may be placed before a class for study and description, 
and such words as would naturally be used in the description may be 
placed upon the blackboard. These words become suggestive to the 
children, who weave them into sentences descriptive of the picture. 

If a sufficient number of pictures can be obtained, they may be dis- 
tributed to a division of pupils, who arise and each in turn describe 
the pictures which they hold. 

In describing pictures, the actual size of the objects represented 
should be stated, and, as far as practicable, illustrated. This will pre- 
vent many unfortunate misconceptions and develop the picturing 
power of the mind. 

A picture may be studied at several successive lessons, receiving 
each day a new treatment. The jB.rst day the objects may be noted and 
names given. For another lesson the qualities of the objects may be, 
as far as possible, determined. Next may be considered the relations 
of the parts of the picture to each other, the position, what they are 
doing, why so doing. Some story of which this picture might be an 
illustration may become a fourth exercise. In most cases, however, it 
will be better to proceed more rapidly than this. 

Teacher. What do you see in this picture ? 

Pupil. I see a little boy. 

T. What is the boy doing? 

P. He is carrying in his right hand a tin can, under his left arm a 
loaf of bread wrapped in a brown joaper, in his left hand a basket con- 
taining corn and beans. 

T, Where has the boy been? 



14 3IANUAL TO LESSO.ys /^ LAJ^GUAGE. 

moL.' '"''"' ^' '"' '"" *° *'' ^™''"-^ °^ ^°-^ ---d« for h:s 
r. M'hat kind of boy do you think that he is ? 
P. I think that he is an industrious and obliging boy 

tV,/; u':- r' '""'^^ '^^ "^°™"'S' to do some chores and co to 
th sto.. betore he went to school. Can you now tell about tMs^^ict 
ure without my questions ? ^ 

P. I see in this picture a little boy who, etc. 
^ T. You may write something about this boy. See what you can 
write m ten minutes. jou can 

It may be well to take the same picture, a day or two later, and en- 
courage each pupil either to expand and improve his former effort^ 
to give an entirely different treatment. 

When a class has gained sufficient skill in the work, the followino- 
general form for the description of pictures may be sugge ted : (a) wS 
IS in the fo.-eground, the background, at the right, at the left / M The 
persons or thmgs that are to be seen ; what are their names actl cha 
acters. appearance? (.) Invent a story to correspond witlUhe ^^i:: ^ 

ILLUSTRATIVE PICTURES. 

For pupils of the third and higher grades, the following exercise 
will be found very useful, if the class has sufficient talent therfoi 
iTeSSer '''"' ''-'' ^^^ '' '''' *° ~^ surprisingi; wen in 

scene aboivt which you have read and tell how it looks to vou voi! 

. . i3escube it to us so that we shall see the picture that you do." 

CORRECTION OF WRITTEN WORK. 

of writtentrr T f "■ "'" ^^" '"■ °^™ P'^" f-- *^ — tion 
helpfull "°""" '''" ^°"°^'"8' «^§-g««tio^« -^^7 be 



COBBJECTION OF WBITTEN WORK. 15 

First, prevention is better than correction. Instruction should pre- 
cede written work and prepare for it. See note 2, p. 211, Book I. 

Mistakes in spelling require special, early, and persistent treatment. 
The pupils' written exercises should furnish the material for a consid- 
erable portion of the spelling lessons of the class. 

At the time of writing, pupils should be encouraged to ask the 
teacher how to spell any word which they wish to use and which they 
do not feel sure they know how to spell. 

As pupils read their written work they may be asked about the 
spelling of certain words, their use of capitals and marks of punctua- 
tion. Thus these three elements of error may be considerably elimi- 
nated from the papers before they are handed to the teacher. 

The papers of the class should lie upon the teacher's desk from the 
close of one written exercise to the beginning of the next, and during 
this time the teacher should look them over sufficiently to discover 
how well they are done and what the more common errors are. 

At the beginning of the next lesson in language these papers may 
be handed to the class, each pupil receiving the paper of some one 
else, and mistakes may be marked. 

Words misspelled should be underscored. Errors or omissions in 
the use of capitals and marks of punctuation may be shown by P 
placed at the beginning of the line in which the mistake appears. 
The sign V placed at the beginning of a line may signify that in this 
line there is some mistake other than in spelling, capitals, and punctu- 
ation. 

Papers may then be returned to the writers, and each pupil may 
write upon a slip of paper the words misspelled, and upon his slate, in 
amended form, the sentences in which errors were found. 

If a pupil has any doubt about the correction of a marked sentence 
let him show it to the teacher, or copy it upon the board for the* con- 
sideration of the class and the teacher. 

The pupil making most mistakes in spelling should collect the slips 
containing the several misspelled words, and copy the words upon the 
blackboard. These words should be studied and used later in a spell- 
ing or dictation exercise. After such an exercise all words that no 
pupil has misspelled may be erased and the rest may remain for fur- 
ther study. 



16 MANUAL TO LESSONS IN LANGUAGE. 

It will not do, however, to make the search for mistakes in spelling, 
punctuation, and grammar the chief effort of the class critics. After 
these things have been sought out and marked, let the critics next 
look for sentences or constructions for which they can suggest im- 
provement, and for omissions which they can supply. Finally, let 
them seek for points of excellence which deserve commendation. 
Usually, two or three of the better exercises should be copied upon the 
blackboard, and the elements that render them praiseworthy be pointed 
out. 

CORRECTION OF ORAL ERRORS. 

Training to correct speech has a positive and a negative side. 

This manual and the books it accompanies set forth the positive 
side, which consists, speaking broadly, of furnishing the occasion for 
the use of correct forms of speech and assisting pupils to develop the 
power of using these forms. The negative side demands the exclu- 
sion from the language of the child of erroneous or inelegant forms, 
unconsciously imitated from the speech of those about him. 

Incorrect language should be corrected whenever heard, not per- 
haps at the moment of utterance, for by so doing the* child may be 
embarrassed and his current of thought broken, but at the first con- 
venient opportunity. Besides this incidental correction, a wholesale 
crusade against bad habits of speech must be entered upon. The 
most common and serious fault in the speech of the children should be 
selected for special attack. The better form should be presented in 
contrast and made prominent. The pupils should be warned against 
this error in their own speech and led to criticise it in others. 

It is not necessary to explain the grammatical or rhetorical princi- 
ples which prove the expression to be a faulty one, but the form 
to use instead should be carefully explained and always insisted 
upon. 

Professor W. D. Whitney says, " If a child comes to school in such 
a state of training that he says come for came, done for did, or them for 
they, and the like, he needs to be corrected outright, and the more 
authority and the less grammar about it the better." 



CHAPTER I. — FIRST YEAR. 

The objects of lessons in language for the first school year are : — 

(1) To secure to the pupils freedom in talking. 

(2) To secure correctness in talking, which involves 

(a) a knowledge of common forms of speech, and 

(b) the avoidance of common errors. 

(3) To enlarge the child's vocabulary and teach him to connect 
thought and speech. 

To secure freedom in talking will require, on the part of the 
teacher, a pleasant manner and a gentle persistence in drawing the 
children out in conversation. Suitable topics of conversation are 
those that the child is interested in, knows something about, and can 
readily make the subjects of some statements or questions. 

The lessons on form, color, qualities, and number, of the first year, 
are all available for language training. 

The new words taught may be used in original sentences by the 
pupils. 

The animals with which the children are familiar, those named and 
described in the reading book, and those of which good specimens 
may be seen, or of which good pictures may be shown, may form the 
basis of descriptions. 

The transition from home to school should not be made abrupt and 
startling. The newcomer should be welcomed by his fellow-pupils 
and above all by his teacher with gentleness and helpfulness. 

The first day, and for successive days, there should be conversations 
with the children connecting their school life with their home life. 
The pupil should be taught to recognize the many things in the 
schooh'oom that he has known at home : the windows, the doors, the 
floor, the ceiling, the chairs, the clock, the cups; then things com- 
mon in name, but different in. style : as the table, the bookcase, the 



18 MANUAL TO LESSONS IN LANGUAGE. 

thermometer ; then the different things : the blackboard, the desks, 
the crayon, the pointers, the erasers. 

The name of the article in a correct sentence is all that should be 
called for at first. 

The older children may be called upon to instruct the younger, to 
tell them the names of the articles in the schoolroom, to describe the 
exercises of the school to them. The method might be : One of the 
oldest and most intelligent of the pupils might take one of the youngest 
by the hand and lead him about the schoolroom, telling him the names 
and uses of the articles which they find : as, this is a desk, this is an 
eraser, etc. This younger pupil might, in his turn, point out each 
article and repeat what he has been told, his classmates in their seats 
observing and correcting. The teacher, in conducting this exercise, 
should insist on correct forms of speech and complete sentences being 
used by the pupils. Such an exercise may be continued until its 
utility is gone. 

These exercises will incidentally teach the use of this and that, a 
and an, is and are, with many common forms of speech. 

Pupils^ Answers. 

The first errors to be corrected will be gross mispronunciations and 
the tendency to ellipses, or incomplete sentences. 

The idea of the sentence is really the first objective point in lan- 
guage teaching. Pupils may sometimes be allowed to answer ques- 
tions by the use of single words, when it is most natural to do so ; 
but a question should usually be so framed as to draw out a sentence 
for its answer. 

Illustration. Teacher. How many hands have you? 

Pupil. Two. 

T, Tell me more about it. ' ' Two " is only part of the answer 
I want. Say *' I have two hands." 

P. I have two hands. 

T. How many feet have you ? 

P. I have two feet. 

T. How many fingers have you on one hand? 

P. I have four fingers on one hand. 



FIBST YEAB. 19 

T. What is there on the table ? 

P. There are some books on the table. 

Continue such work until the pupils gain the idea of the form of 
answers that is required and acquire the habit of giving such answers. 
You will have no success in teaching language imtil this habit is 
established. 

This is. 

When the children are at their ease in their new surroundings, 
the desire to ase their senses, to do, and to talk, should be afforded 
gratification. 

Place in the pupil's hands some object, or tell him to get it. Let 
him show it to the school and tell what it is. He will say : This is 
a knife ; this is a spool ; this is a string, etc. Let many pupils do 
this until all have confidence to walk quietly and quickly to the plat- 
form, to turn politely to the school, and to name distinctly, in full 
sentences, the objects. 

T/iis AND That. 

The form this is having become familiar, and the names of many 
objects being readily given, the pupils may be taught to distinguish 
between tJiis and that. 

The little fellow may hold up his toy, as before, and say : This is 
a ball. The teacher, holding in her hand a walnut, says : Tell me 
what this is. The pupil says : That is a walnut. Continue this 
with many objects. Have a pupil stand upon the platform and let 
his classmates in various parts of the room name the objects which he 
exhibits. Let the pupils in their seats in their turn hold up objects 
for him to name, which he does by saying : That is a spool ; that is a 
rake ; that is a top ; that is a spade ; that is an acorn ; that is an eraser. 

The teacher will find a box of little iron toys very convenient for 
this work. 

A Device. 

A device to secure attention and afford variety : — 
The teacher may place in a box, bag, or other receptacle, a variety 
of articles familiar to the pupils by sight. Then, while the children, 



20 



MANUAL TO LESSONS IN LANGUAGE. 



with the teacher, sing the following little song, a pupil, with eyes 
closed, may take out one or more articles and hold them behind him. 
At the end of the song, holding the article up to view, he may name 
it, saying : This is . 



i 



=e=t 



^-0- 



• While we're plaving to geth-er We are hap -py and glad, 
Now tell lit - tie pla^^mate What you hold in your hand. 



\=M-^:^ 


1 


^ # ^ 


H- 


1 


«*. 


_^ 


-1 


' 


flT m 






i 


i(n ^ 




' 1 1 


^ 


vU * 




•^ w 












^ 


U — " 
















# 


• 





We don't care for the weather. And we'll nev- er be sad. 
And if you guess rightly, We will clap as you stand." 

Many devices can be found in books and magazines for kinder- 
gartners, which can readily be adapted to primary work. 



The Use of a and an. 

By showing suitable objects in the manner indicated under the 
topic this and that, such statements may be secured as : This is an 
apple ; this is an orange ; this is an acorn ; this is an inkstand, etc. ; 
this is a pen ; this is a book, crayon, bell, etc. 

Lead pupils to notice that sometimes a and sometimes an comes 
before the word that (names the object) tells what we are talking 
about. This fact is all that is wanted at this point. Then ask pupils 
to naention things with whose names they can use an, then those with 
whose names they can use a. 

Give much practice until the ears of the children have become 
accustomed to notice the distinction. That it sounds better so is 
reason enough to give just now for using a or an. 

The following words will be found convenient in teaching the use 
of an : (The words with which a is used can readily be collected by 
the teacher.) Acorn, angle, agate, aisle, alley, alligator, almanac, 
anchor, animal, ankle, ant, antelope, ape, apple, apron, arbor, ark, arm, 
armchair, arrow, aunt, awl, awning, axle, axe, eagle, ear, earring, 
eye, easel, edge, eel, Qgg^ elbow, elephant, elm, eraser, emery, engine. 



FIBST YEAB. 21 

envelope, elephant, express-wagon, errand, ice, ice-pitcher, ice-house, 
ice-chest, idol, image, inch, Indian, inkstand, iron, ivory, ivy, oak, oar, 
ocean, oilcloth, oil-can, office, omnibus, orange, orchard, organ, oven, 
owl, ox, oyster, overcoat, overshoe, onion, ostrich, umbrella, ulster, 
urn, uncle. 

Conversational exercises which lead the children to use these 
words may be conducted in the following manuer : Draw upon the 
board an express-wagon. (If a pupil bring into the room a toy 
express-wagon it will be better.) Question the pupils, requiring 
always full sentences in the answer. 

What is this ? What is it for ? What are carried in an express- 
wagon ? 

What are the parts of an express- wagon ? 

What has an express-wagon ? * 

What would you put into your express-wagon ? 

Give a lesson on the acorn and the oak in which the pupils shall be 
led to speak often of each. 

Illustration. Once there was a large, spreading tree whose leaves 
look like this : There were also a great many nuts on the tree. Some 
of the nuts jC fell off and a boy picked up many of them and car- 
ried them y^^\ to his teacher. The nuts looked like this : 
What do ^pi^ you think those nuts were? Bring out 
the follow- (^My ing answers : An acorn fell from the tree. 
I have an <^ acorn in my right hand. An acorn grew 
on an oak tree ? An acorn has a cup, etc., etc. An acorn is 
in the ledge. An acorn is upon the window-sill. We can roll an 
acorn. We can throw an acorn. We can plant an acorn. 

The Plural. 

To introduce the idea of the plural, the teacher says : Let me tell 
you a story. Once I saw, in a room where I was sitting, a little ani- 
mal come out of a hole near the cupboard and run across the floor. 
It was about so long, and had a sharp nose, with whiskers on each 
side of its face ; bright little eyes, that looked like little beads, in the 
sides of its head. It was covered with fur and had four legs, and a 
tail as long as that. What do you think it was ? 




22 MANUAL TO LESSONS IN LANGUAGE. 

Pupils. I think it was a mouse. 

T. Yes ; that is right. Pretty soon another little mouse ran out. 
Then how many w^ere there ? 

Pupils. Then there were two. 

T. Two what? 

P. Two mice. 

T. Say " Then there were two mice." 

P. Then there w^ere two mice. 

T. What did you call that little animal that I told you about ? 

P. We called it a mouse. 

T. What would you call two such animals ? 

P. We would call two such animals mice. 

T. ^^Hiat would you call three such animals ? 

P. We would call three such animals mice. 

T. What would you call one such animal ? 

P. We would call one such animal a mouse. 

T. WTiat would you call more than one such animal ? 

P. We would call more than one such animal mice. 

T, Give me one w^ord in your answer. What do you call one 
such animal ? 

P. A mouse. 

T. More than one ? 

P. Mice. 

T. What does a man have to draw him in a carriage? 

P. He has a horse to draw him in a carriage. 

T. Does he ever have more than one horse to draw him ? 

P. Yes ; sometimes he has two horses. 

T. Spell horse. 

P. H-o-r-s-e. 

T. Spell horses. 

P. H-o-r-s-e-s. 

T. How many animals does "horse " mean? 

P. '' Horse" means one animal. 

T. How many animals does " horses " mean ? 

P. " Horses" means more than one animal. 

When I came into school this morning a child came with me. Soon 
another child came in. Then who were in the room with me ? 



FIBST YEAB, 23 

Then another came. Who were with me then ? 

How many are one man and one man ? One foot and one foot ? 
One woman and one woman ? One child and one child ? One goose 
and one goose? One mouse and one mouse? One ox and one ox? 

There were two children in a room and one of them went out. Who 
remained in the room ? 

Tell me something about one child. Say the same thing about 
more than one child. 

Tell me something about one man. Say the same thing about 
more than one man. 

I will say something about one and you may say the same about 
more than one : A mouse has bright eyes. An ox is not so swift as a 
horse. A good boy will be kind to his mother, etc. 

Now I will say something about more than one and you may say 
the same about one : Rich men should help the poor. 

What word means more than one child? Children means more 
than one child. 

What word means more than one man ? Men means more than 
one man, etc. 

The word children means more than one what ? The word men 
means more than one what? the word boys? the word foxes? the 
word churches ? the w^ord apples ? 

Continue such work several weeks and recur to it often. 

Secure the plural form from the singular, the singular from the plu- 
ral, and the use in a sentence of each form of the following words : — 

Apple, arm, aunt, ball, barn, basket, bat, bear, bee, bell, bird, boat, 
book, boy, box, branch, brother, bug, bush, cage, cap, cart, cat, chain, 
cheek, chicken, child, clock, coat, crow, cup, day, desk, dog, doll, door, 
drum, duck, ear, egg, eye, face, fan, father, flower, foot, fork, fox, frog, 
game, girl, glass, goat, hand, hat, head, home, horn, horse, kid, kite, 
kitten, knife, lady, lamb, lamp, leaf, leg, man, mat, morning, mother, 
mouse, mouth, mug, name, nest, night, nose, nut, ox, pail, pan, paw, 
picture, plant, rabbit, rat, robin, rose, school, sheep, sister, slate, sled, 
spool, spoon, string, tail, teacher, tree, tub, uncle, wagon, wing. 

Spend a few minutes daily on this work until the children are 
familiar with the plurals of these words. Say nothing about the for- 
mation of the plural. 



24 MANUAL TO LESSONS IN LANGUAGE, 



Is AXD Are. 

Teacher. Is this book new ? 

Pupils. Yes. 

T. You are right ; it is new. I wish you to tell me so. 

P. The book is new. 

T. Is this book new or old ? 

P. The book is old. 

T. Tell me the same thing about these books. 

P. The books are new. 

The teacher places an apple upon the desk, and asks : Where is the 
apple ? 

P. The apple is on the desk. 

T. (^putting down another apple'). Where are the apples? 

P. The apples are on the desk. 

T. {taking up one of the apples, and pointing to the other). Where 
is the apple ? 

P. The apple is on the desk. 

T. {putting down tico or three apples). Where are the apples? 

Repeat the last two questions. 

T. When do you say : The apple is on the desk ? 

P. We say " The apple is on the desk " when there is one apple. 

T. When do you say : The apples are on the desk ? 

T, Where is the pointer ? 

T. Where are the pointers ? 

Extend, with many questions. 

These axd Those as Demoxstratiye Proxouxs. 

Teacher. What is this? 
Pupils. That is a book. 
T. What are these? 
P. Those are books. 

[If none of the pupils can give the correct answer after a minute's 
questioning, they must be told what answer to give.] 
T. What are these? 
P. Those are crayons. 



FIB8T YEAR, 25 

T. What are these ? 

P. Those are acorns. Etc. 

After many questions explain that you have called the objects these 
because they were near to you, while the children called them those 
because they were away from them. 

Distribute objects to the children, giving two or three of a kind to 
each child. Of course there will not be objects enough for all. Some 
must listen until their turn comes. Let those who have objects tell 
what they are, showing first one object and then several. The child 
says : This is a flag. The class repeats : That is a flag. The child 
says : These are flags. The class repeats : Those are flags. 

After the objects have been collected, ask the children : What 
word do we use for something near to us? This. [Full answ^er 
from the pupils.] For something away from us? That. For several 
things near to us ? These, For several things away from us ? Those. 

This AND That, These and Those, as Pronominal Adjectives. 

Where is this slate? Where are these slates? [If the children say 
"the slate," ask ^^ what slate" and they will reply ^' that slate."] 
Where does this box belong ? Where do these boxes belong ? What 
will this sphere do if I push it? [Plural.] What kind of surface 
has this sphere ? [Plural.] How many faces has this cube ? [Plu- 
ral.] 

Distribute objects to the children, several of the same kind to each 
child. Direct them to tell you something about one of the objects. 

Pupil. This crayon is round. 

Class. That crayon is round. 

P. These crayons are round. 

C. Those crayons are round. Etc., etc. 

/s AND Are Again. 

Let the pupil suit the action to the word and say : This is an eye ; 
these are eyes ; this is an ear ; these are ears ; this is a foot ; 
these are feet ; this is an apple ; these are apples. 

This might be made a pleasant concert exercise. 

W^hen such sentences are readily formed have the pupils repeat 



26 MANUAL TO LESSONS IN LANGUAGE. 

them again and emphasize the is or the are : as : This is an apple ; 
these ai^e apples. Etc. 

The pupil will soon see that is is used when one thing is spoken 
about, and are when more than one is mentioned. Exercises in 
changing sentences so as to mean one or more than one should now be 
given ; as : The bird is on its nest ; the birds are on their nests. 
Hundreds of such sentences should be given by the pupils and changed 
in form as the teacher says one, more than one. 

Putting something into a box in sight of the children, ask : What 
is in the box? The ring is in the box. Putting something else into 
the box, ask : What else is in the box ? A pen is in the box. 

Teacher. Put both answers together, and tell me what is in the box. 

Pupil. A ring and a pen are in the box. 

T, Of what is the pointer made ? 

P. The pointer is make of wood. 

T. Of what is this cube made ? 

P. That cube is made of w^ood. 

T. Of what are the pointer and the cube made ? 

P. The pointer and the cube are made of wood. 

T. What is the shape of this ball ? 

T. What else is round ? 

T. Put both answers into one answer. 

P. The ball and the marble are round. 

T. Where is your overcoat ? 

T. Where is your hat ? 

T. Put both answers into one. 

Use of And. 

The teacher places two boys before the class, and says : What are 
the names of these boys ? 

Ans. Their names are James and John. 

The teacher writes this on the board and has the class read it. She 
then places a third boy beside them and asks for their names. 

The answer will probably be : Their names are James and John 
and Thomas. 

This the teacher writes upon the board and has the class read it. 



FIEST YEAB. 27 

She then erases the first " and " in this sentence and has it read with 
but one " and." The class agree that this is better. 

The teacher changes the order of the boys and asks again for their 
names, admonishing the pupils to be careful to put the " and " in the 
proper place. Four boys are named in the same way; three girls; 
five girls ; then things in a chair ; on a table ; seen on the way to 
school ; etc. 

Playing Store. 

Counter — Seat of a chair. 

Stock — Toys and little things children have brought from time to 

time. 
Storekeeper — Some particularly exemplary boy. 
Customers — Children who come, one at a time, to buy something 
which they afterward give as a present to some child in the 
room. 
By this device complete sentences are secured. Also by increasing 
the number of articles bought a correct use of " and,'' and the con- 
densation of statements are obtained ; as, I would like to buy a doll, 
a fan, a flag, and an agate. 

The verbs *'buy" and "give'' may be taught; also "has" and 
**have"; as: I have a book and a top; Robbie has a ball, a box, 
and a cup. 

There is and There are. 

Teacher. What is there on the table ? Etc. 

Pupil. There is a book on the table. There is a slate on the desk. 
There is a pencil in your hand. There is a picture on the blackboard. 
There is, etc. 

T. John, what is there on your desk ? 

John. There is an apple on my desk. 

2\ Put another apple beside it and tell me again. 

/. There are two apples on my desk. 

[This answer may not be secured without an appeal to several 
pupils. When the right answer is obtained, emphasize it by com- 
mendation and repetition. Secure also the form : There are a ball 
and a cube on my desk.] 



28 MANUAL TO LESSONS IN LANGUAGE. 

T, We shall want to use these words " there is " and " there are " 
often, and I will write them on the board, and we will make state- 
ments with them. 

There is . 

There are . 



Now make me a statement beginning with " there is." 

[A simple direction w^ould be : Tell me something that is on the 
blackboard and begin by saying " there is."] 

P. There is a pictm-e of a bird on the blackboard. There is a 
vertical line on the blackboard. There is a piece of poetry to learn on 
the blackboard. 

T. That is very well. Now Susan may tell me one other thing 
there is on the blackboard. 

Susan, There is a picture of a house on the blackboard. 

T, If I should make many pictures of houses on the board, then 
what would you tell me? 

S, There are many pictures of houses on the blackboard. 

T. Tell me two things that are on my table. 

P. There are an inkstand and a Bible on your table. 

T, Each of you think of something and tell me about it. Begin 
with " there is." 

P. Various answers. 

T. Each of you think of some things and tell me about them. 
Begin with " there are." 

P. Various answers. 

T» Each of you make a sentence beginning " there is " and then 
change it so that it will begin "there are." 

P. Various answers. 

Here axd There. 

Teacher. Think of something, point to it, and tell what is there. 
Pupil. There is a window. Etc. * 

T. Think of something in this room, go and touch it, and tell 
us what is there. 

P. Here is a register. Etc., etc. 

This may be extended by the game of Hide and Go Seek. 

'The teacher gives an object, as a top, to a child to hide. She 



FIBST YEAR, 29 

shuts her eyes while the child is hiding the top, and all the chil- 
dren watch to see where it is hidden. As he is taking his seat the 
child calls " Ready/' The teacher opens her eyes and says : " Where 
is the top ? " calling the name of some child, who may either go and 
get it, and say : " Here is the top," or may point to the object, and 
say : '' There it is," or '' There is the top." 

Thus the correct use of " where," '' here," and '' there " is obtained. 
By having first one and then more than one object of the same kind 
hidden a correct use of " is " and " are," " was " and " were " may be 
secured ; as : Here is the ball ; here are the balls ; the ball was in the 
corner ; the balls were behind the box. 

By letting some child cover his eyes, as the teacher did, lead the 
children to use the interrogative form. The verbs *' hide " and ^' find " 
may also be taught. 

Review Exercise. 

Arrange small, bright-colored pictures upon a sheet of manilla paper 
or cardboard. 

Send pupils to point out and name the objects ; as : This is an 
apple ; this is a box ; these are birds ; here are four spades ; etc. 

By having two such sheets, the pupil may be led to say : This is a 

drum ; that is a horse ; this is a cow ; that is an ox ; here are ; and 

there are ; on this sheet there are ; on that sheet there are 



Has AND Have. 

{Put a pencil on Mary's desk.) Who has a pencil on her desk? 
(Put a pencil on John's desk.) What has John on his desk? 
Tell me what they both have on their desks. 
What has Carrie in the dressing-room ? 
What has Emma in the dressing-room ? 
Tell me what Carrie and Emma have in the dressing-room. 
Tell me what John and James have in the dressing-room. 
What parts has a chair ? 
What parts have chairs ? 

What I tell you about several things you may tell me about one 
thing. 

Teacher, Elephants have big trunks, big ears, and small eyes. 



30 2IAXUAL TO LESSOyS IJT LAXGUAGE. 

Pupil. An elephant has a big trunk, big ears, and small eyes. 

T. Houses have chimneys, doors, and windows. 

P. A house has chimneys, doors, and windows. 

T. A cat has bright eyes and sharp claws. Tell me the same 
about more than one cat. 

P. Cats have, etc. 

Continue the exercise, saying to the pupils one and jnore than one, 
until they readily change the singular to the plural, and the plural to 
the singular, using the verbs '-is " and *• are," '' has " and '' have." 

I/I^as AXD IVere. 

Teacher. Mary, were you at school yesterday ? 

Mary. Yes ; I was here. 

jT. Who else was here yesterday ? 

M. Alice was here. 

T. Tell me that about both of you. 

M. Alice and I were at school yesterday. 

T. Tell me two more who were here. 

M. Harry and Walter were here. 

T. If you wanted to tell me that you are at school to-day, what 
woiild you say ? 

M. I am at school to-day. 

T. If you wanted to tell me that you wero at school yesterday, 
what would you say ? 

M. I was at school yesterday. 

T. If you say '' I am," do you mean noiv ? 

M. Yes ; *' I am " means now. 

T. If you say '• I was." do you mean now ? 

M. Xo ; " I was " means before now. 

T. Tell me something that happened yesterday. 

The teacher writes these sentences on the board and directs the 
pupils to read the sentences, inserting '• is " or *' are," " was " or '' were " 
in the blank spaces. 

The book new. 

The hat old. 

The birds flying. 



FIB8T TEAB. 31* 

The pictures pretty. 

Sam here yesterday. 

Emma at my house last week. 

Tom late twice a few days ago. 

the sentences written as well yesterday as they to-day ? 

you there this morning ? 

John with you ? 

Where you when I called ? 

Who that man with you ? 

Who those men with you ? 

You late this morning. 

They going home yesterday. 

Carrie, ask Maggie where she was before school. Ask her what 
she was doing at noon. Ask her if she was at home last evening. 
Thomas, ask me if I was here early. 
[The pupil will probably begin, " Was you " ] 

Forming Words into Sentences. 

The teacher may write sentences upon suitable slips of stiff paper, 
and then cut the words apart and put them into an envelope. 
Giving each pupil such an envelope, let him form the words into the 
sentence upon his desk. If far enough advanced, he may then copy 
the sentence upon his slate. 

Then each word may be used in a new sentence ; or two words 
only of the list may be given in each sentence, etc. 

Use of Adjectives. 

(a) Give to the children objects with some quality so prominent as 
not to be overlooked : an old book ; a new book ; a hard ball ; a soft 
ball ; a long pencil ; a short pencil ; a large cube ; a small cube ; a 
sharp pencil ; a dull pencil. 

Then ask them: W^hat have you? What kind of have you? 

Who else has a ? Is yours a ? What kind of is 

yours ? 

This lesson may be given with objects distributed, afterwards with 
objects shown* 



32 MANUAL TO LESSONS IN LANGUAGE. 

(b) Give or show the children objects with a decided quality, and 
obtain from them the word expressing the opposite quality. 

Begin with the objects used in (a) and proceed to others : a 
crooked line ; a bright tin ; a sweet apple ; a good drawing ; a sharp 

knife; a tall man. What is this? What kind of is it? If it 

were not a , what kind of would it be ? 

Think of an apple. What kind of apple did you think of? Who 
thought of a different kind? Who can now think of still another 
kind of apple ? 

Continue in this way with many objects. 

Teacher. What kind of boy is John ? 

Pupil John is a good boy. John is a little boy. 

T, What kind of book have you ? 

P. I have a new book. I have a clean book. I have a torn book. 

T. What kind of pencil have you ? 

P. 1 have a slate pencil. 

T. Can you tell me anything about it ? 

P. It is sharp and will make a mark. 

T, What can you tell me about this slate ? 

P. That slate is new. That slate is clean. That slate is black. 

T. Can you tell me all that about the slate and say '' that slate " 
but once ? 

P. That slate is new, clean, and black. 

T, Tell me two things about this flag. 

P. That flag is small and new. 

T, With what do we sharpen pencils ? With what sort of knife 
do we do it ? If a knife is not sharp, what sort of knife is it ? How 
may a knife be? How may pencils be? How may water be? How 
may a boy be? How may the weather be? How may a lesson be? 

Description. 

Occasionally request each pupil to bring something to school in 
the afternoon, to show and- tell something about. 

Result. — This is my doll. I call her Kitty. I love to play with 
my doll. 

This is my knife. It has a handle and two blades. I use it to cut 
sticks with. 



FIBST YEAB. 33 

This box is made of wood. It has a top, put on with hinges, and 
a clasp to keep it shut. My Uncle James gave it to me. I use it to 
keep my playthings in. 

This exercise might occur for a few minutes each day until need 
of variety was felt. It could then be laid aside for a time and after- 
wards be resumed as an occasional exercise. 

The Pronouist. 

Introduce the pronoun thus : — 

Teacher. Mary, you may hold up your book so that the school can/ 
see it. What is she doing ? 

Pupil. She is holding up her book. 

T. Who is holding up her book? 

P. Mary. 

T. Tell me that in a full sentence. 

P. Mary is holding up her book. 

T. What is Mary doing? 

P. She is holding up her book. 

T. Whom do you mean by she ? 

P. I mean Mary by she. 

T. Then what word will she stand for? 

P. She will stand for Mary. 

T. Could it stand for any other w^ord ? 

P. She could stand for any girl's name. 

T. Would he stand for any girl's name? 

P. 'No. He would stand for a boy's name. 

T. Would she stand for a woman's name ? Would he stand for a 
man's name ? 

The Personal Projs^ouns. 

1. A pupil may be asked as he holds up his object to tell you what 
he has, saying, I have a cup ; and with successive objects, as before : 
I have an agate. I have a toothpick. I have a splint. I have a cube. 
I have a sphere. 

2. The teacher may hold up objects and secure the statements : 
You have a bean. You have a pin. You have a pear. You have an 
orange. You have an inkstand. You have a pen. 



34 MANUAL TO LESSONS IN LANGUAGE. 

3. Children in different parts of the room may hold up objects to 
be named, and a pupil may tell them : You have a slate, etc. 

4. The teacher may change the form of the exercise at this point, 
and as the children exhibit their various objects may say, "Instead of 
telling Mary what she has, you may tell me v^hat she has." The 
answer secured will be : Mary has a doll. John has a knife. Peter 
has a top. 

5. Teacher, Can you not tell me what Peter has without saying 
Peter f Can you use some other word than Peter to tell me that Peter 
has a top ? 

Pupil. He has a top. 

T, What else has Peter? 

P. He has a kite. He has a pointer. He has a box, etc. 

[Let Peter show these things to bring out the statement given.] 

6. T. What did you tell me Mary has ? 
P. Mary has a doll. 

T. Do not say Mary. Use some other word in place of Mary as 
you did when you told me what Peter had. 

P. She has a doll. 

Let Mary now show other objects, and secure several such state- 
ments. Let Susan and Jane and Thomas and John successively 
exhibit objects until he and she are readily used. 

7. Two pupils may come together to the platform and, holding one 
object, may say : We have a pointer. We have a flag. We have an 
eraser. We have a hat, etc. 

8. As these pupils hold up the successive objects, the teacher may 
ask the school to tell them what they have, and secure the statements : 
You have a basin. You have a basket. You have a stick, etc. 

9. T. Instead of telling them what they have, you may tell me 
what they have. 

P. They have a basin. They have a basket. They have a globe. 
They have a cap, etc. 

Predication of Action. 

Teacher. What can a dog do? 
Pupil. A dog can run. 



FIB8T YEAR. , 35 

T, What else can run ? 

P. A cat can run. A can run, etc. 

T. What can fly? 

P. A bird can fly, etc. 

T. What can a fish do ? What can a boy do ? What can a hen 
do ? What can a lion do ? What can a monkey do ? Etc. 

T, What can boys do? 

P. Boys can run. Boys can play ball. Boys can row boats, etc. 

T. What can a man do ? 

P. A man can drive a horse. A man can keep a store. A man 
can build a house. 

Description of Actio:n^s. 

To describe acts is a valuable exercise. 

By appropriate means it will be easy to secure such sentences as 
these : You opened the door. You put a book upon the table. You 
looked at the thermometer. You walked slowly across the floor. 
You walked rapidly across the floor. You wrote upon the board. 

A pupil may be given a whispered direction and the class may tell 
from the deed what was said to the pupil : as. You told James to give 
John his book. The teacher told James to carry a book to John. 
Miss Brown told James to let John have a book. 

Day-dreaming. 

Teacher. You may put your heads down upon the desk, close your 
eyes, and dream of what you can see at home. 

Wake up, now, and tell us your dreams. Kichard, what did you 
see in your dream ? 

Richard relates his dream, and others are called upon to do the 
same. 

The children may be directed to dream about a boat ride, a picnic, 
a school in another town, etc., etc. 

This exercise gives freedom of expression and develops individu- 
ality and originality of thought. 

In such exercises, rarely notice any incorrect forms of speech, as 
fear of criticism is sure to clip the wings of the child's imagination. 



CHAPTER II. — SECOND YEAR. 

The work for the pupil now becomes more extended and much of 
it is written. 

The order in which the following topics are presented may be 
varied by the teacher, though the natural order of sequence of many 
of the topics is that given here. 

For early written work card sentences are convenient. [See p. 31.] 

A variety of sentences may be formed with the same words. 

The original sentence may have been : — 

The teacher loves a boy who is always polite and kind. 

With these words the pupil may make the following sentences, 
one at a time, and copy them on his slate : — 

The polite boy loves a kind teacher. 

The kind boy always loves a polite teacher. 

The teacher who is always kind loves a polite boy. 

The boy is always kind. 

The teacher is always polite. 

The boy who loves a kind teacher is always polite. 

By putting into the envelope an extra noun and verb, a much 
greater variety of sentences may be formed. 

QUESTIOX AXD AXSWER. 

To answer the precise question asked, and not some similar ques- 
tion, is usual only with cultivated people. 

The habit of giving such answers, next to the habit of speaking in 
full sentences, is the one most fundamental and important in language 
training, as usually conducted in schools. 

Illustration. " Whose hat is that ? " " That is Reuben's hat." 
Not, " That hat belongs to Reuben." " What do you see on the black- 
36 



SECOND TEAR. 37 

board?" "I see a picture upon the blackboard." Not, "There is a 
picture upon the blackboard." 

From the first and always, insist upon the answer's following the 
form of the question. 

To USE THE Personal Pronouns as Subjects, also Nouns 
AND Pronouns in the Same Sentence. 

Teacher. Mary, show me your book. What have you ? 

Mary. I have a book. 

T. John, show me your book. What have you? 

/. I have a book. 

T. John, tell me what you and Mary have. 

J. We have books. 

T. Use Mary's name and tell me again what you have. 

/. Mary and I have books. 

T. Frank, show me your book. What have you? 

Frank. I have a book. 

T. Frank, tell me what you and Mary and John have. 

F. We have books. 

T. Use their names and tell me. 

F. Mary and John and I have books. 

T. Tell me again and leave out the first and. 

F. Mary, John, and I have books. 

T. Use words for Mary and John that are not their names. 

[Tell me that without using their names.] 

F. She, he, and I have books. 

[If you have difficulty in securing this answer, you may aid the 
pupils by copying upon the blackboard the previous answer, Mary, 
John, and I have books, and then securing the word she in place of 
Mary and he in place of John.] 

T. Mary, what have I? 

Mary. You have a book. 

T. What have w^e? 

M. We have books. 

T. Speak about us separately. 

M. You and I have books. 



38 MANUAL TO LESSONS IN LANGUAGE, 

T. Frank, you may hold up your book. Xow, Mary, tell us about 
yourself, Frank, and me. 

M. You and Frank and I have books. 

T. Leave out one of the ands, Which one ? 

M. The first. 

2\ Yes. How then will it be? 

M, You, Frank, and I have books. 

T, John and Edward may stand. 

John, what are you doing? 

Edward, what are you doing? 

John, what is Edward doing ? 

Edward, what is John doing? 

John, what are you and Edward doing ? 

[We are standing.] 

Answer with one word for you and one for Edward. 

John. He and I are standing. 

T. Edward, what are you and I doing ? 

T. Answer with one word for us both. 

T. Answer with one word for each of us. 

Direct two girls to look out of the window, and then question them 
similarly. Question the class about these girls. 

Join the girls and secure the use of "You, she, and I," ^'You, 
Mary, and T," " You, Emma, and Mary," etc. 

Teacher. Who is coming to school this afternoon? 

Pupil. I am coming. 

T. Who else is coming? 

P. Mary is coming. 

T. Tell me that you and Mary are coming to school this after- 
noon. 

P. Mary and I are coming to school this afternoon. 

T. Am I coming? 

P. Yes, you are coming. 

T. Now tell me about you, Mary, and me. 

P. You, Mary, and I are coming. 

By questioning secure the use of the following sentences : — 

John and I can see the bu'd. 

He and I will go for you. ' 



SECOND YEAR. 39 

You, he, and I will study. 
You were here yesterday. 

[Such sentences should be repeated many times to prevent the 
error you wasJ] 

Possessive of Personal Pronouns. 

Teacher, Mary, is that your book ? 

Mary. Yes. 

r. Say so. 

M, This is my book. 

T. Whose book is this ? 

M, That is your book. 

T. You may take it and then tell me whose book it is. 

M. This is your book. 

T, Whose book is this ? 

M. That is Ray's book. 

T, If Ray had it, what would he say about it ? 

M. He would say, " It is my book." 

T, What do you say about it ? 

M. It is his book. It is Ray's book. 

By a similar method, secure : — 

It is our . 

It is their . 

It is her . Etc. 

Also — 

That is his . 

That is our . 

These are our . 

Those are her . Etc. 

Objective Forms of Personal Pronouns. 

Teacher. Samuel, you may give Peter something. What did you 
give Peter ? 

Samuel. I gave him a marble. 

T. What word in your answer stands for Peter ? 

S. Him stands for Peter. 

/ 



40 MANUAL TO LESSONS IN LANGUAGE. 

T. Use the word hiiii in another sentence, and tell me for whom 
it stands. [Several answers.] 

T, If you put the word her in place of hun m the sentences you 
have given, what difference in meaning would it make? 

T. John, you may bring me your book. What did I tell you to 
do? 

John. You told me to bring you my book. 

T. Tell Mary what I told you. 

J. The teacher told me to bring her my book. 

T. Mary, you may bring me your book. What have I told you 
to do? 

Mary. You told me to bring you my book. 

T. What did I tell you and John to do ? 

M. You told John and me to bring you our books. 

T. Make three sentences, each having the word us in it; you; 
them; me; him; her. 

Note. — This is a difficult construction and should have much practice. 
The every-day errors will give the teacher abundant examples for corrections. 

Objective Case of Proxouxs. — Continued. 

Teacher. (Give book to boy.) What did I do ? 
Pupil. You gave me a book. 
T. To whom did I give a book ? 
(Ask another pupil the same question.) 
P. You gave a book to John. 
T. Use a word not his name to stand for John. 
P. You gave a book to him. 

T. (Giving a book to a girl, ask another pupil :) AYhat am I doing 
now ? 

P. You are giving a book to Alice. 

T. Answer the question, using no name. 

P. You are giving a book to her. 

T. Did I give a book to you ? 

Did I give a book to John ? 

Did I give a book to Alice ? 

Did I give books to John and Alice ? 



SECOND YEAB. 41 

Ask John if I gave him a book. 

John, you may write your name on the board. Eddie, you may do 
the same. John, what did I tell you to do ? Whom else did I tell to 
do the same thing ? 

Answer both my questions in one sentence. 

Eddie, what did I tell you and John to do ? 

Use one word that stands for a name in your answer, 

P. You told John and me to write our names, etc. 

T. Use two words that stand for names in your answer. 

P. You told him and me, etc. 

T. Use one word that stands for both your names in your answer. 

P. You told us to write, etc. 

T. Henry, what did I tell John and Eddie to do ? ^ 

T. Use their names in the answer. Use a word in place of their 
names. 

Henry, you may go into the hall and come back. Henry, whom 
did I send into the hall ? 

Mary may go into the hall and return. Did I send Mary into the 
hall? 

Whom did I send, Henry ? (Use two pronouns.) 

Whom did I send, Mary ? (Use two pronouns.) 

John, whom did I send? (Use two pronouns.) 

Carrie, whom did I send ? (Use one pronoun.) 

Henry, ask Mary whom I sent. 

Thomas, did I send you into the hall? 

Thomas, did I send you and James into the hall ? 

Use a name and a word for a name in your answer. 

Use two words for names in your answer. 

Use one word for names in your answer. 

The Possessive of ISTouns. 

[See Dictation Exercises, p. 52.] 

Teacher. John, whose book have you? 
John, I have Mary's book. 
T. Whose slate have you ? 
J. I have Peter's slate. 



42 MANUAL TO LESSOWS J^ LANGUAGE. 

T, Let me write what you said on the board, and you may read 
it to me. 

J. I have Mary's book. I have Peter's slate. 

T, Do you notice how I wrote Mary's and Peter's ? Let me show 
you how to spell Mary's. We call the little mark before the s, an 
apostrophe, and we spell Mary's capital M-a-r-y-apostrophe-s. You 
may spell Malay's. 

J. Capital M-a-r-y-apostrophe-s. 

T. S^ell Peter's. 

J. Capital P-e-t-e-r-apostrophe-s. 

T. When you see apostrophe-s at the end of a word, you may know 
that something belongs to the one whose name has the apostrophe-s 
after it. What does this sentence on the board tell you belongs to 
Mary? 

J. It tells me that a book belongs to Mary. 

T. What does this sentence tell you belongs to Peter ? 

J. It tells me that the slate I have belongs to Peter. 

T. Susan, you may show the class something that belongs to you. 
Walter, whose doll is that ? 

Walter. That is Susan's doll. 

T. Tell me how to write Susan's on the board. 

W. Capital S-u-s-a-n-apostrophe-s. 

T. You may all write on your slates a sentence that has the word 
Henry's in it. 

Eeview Exercises. 

Illustrating his statements with an undressed doll, each pupil may 
give a little lecture from the platform, upon anatomy. 

This is Lottie's doll. It has a head (pointing to it), a body, two 
arms, and two legs. The parts of the head are the skull and face, 
etc., etc. This exercise should be extended until all the pupils know 
and can readily tell all of anatomy that the teacher desires them to 
understand at this stage of school life. 

The same thing can be done with leaves, plants, and fruits, with 
animals and pictures of animals, with the plane and solid geometrical 
figures or models used in the lessons in drawing. 



SECOND YEAB. 43 



Use of Not. 

Teacher. John may come to the platform and stand where all can 
see hhn. Has he his hat on ? 

Pupils. Xo. 

T. Say so. 

P. John has not his hat on. John does not have on his hat. 

T. Has he a ball in his hand ? 

P. No ; he does not have a ball in his hand. 

T. Let Albert stand beside him. Have they their hats on ? 

P. No ; they do not have on their hats. 

T. Do you think they would wear their hats in school ? 

P. I don't think they w^ould. 

Give further drills on the use of the negative by having the pupils 
change statements to negations. 

Do this by writing several statements upon the blackboard and 
asking the children to copy them and make the sentences mean the 
opposite by inserting not. 

How TO Use A and An. 

Put words having a before them in a column on the blackboard, 
and others having an before them in another column. One column 
will have names beginning with consonants, the other will have names 
beginning with vowels. Let the pupils notice that there is an a col- 
umn and an an column. Call the attention of the class to the second 
column. What is the first name word? Apple. What is the first 
letter of this word? Is there any other word in this column that 
begins with a? Yes ; arm. Is there any word in the first column that 
begins with e ? The pupil readily finds that all the words in the sec- 
ond column begin with a, e, i, o, or w, and that none of the words of 
the first column begins with these letters. 

He now tries other words, and finds that all words having an before 
them begin with one of these letters, and says so. 

The statements now easily secured from the pupil will be sufficient 
rules for the use of a and an. 



44 MANUAL TO LESSONS IN LANGUAGE, 

For further drill the teacher may write lists of words upon the 
blackboard, and require the pupils to read them with a or an before 
them and to copy them with a or an before them. 

The pupils may be still further trained to the correct use of a and 
an by having them use these words in their work in physiology, say- 
ing, " I have an eye, I have an ear, I have a nose," etc. 

Pupils may be asked to name as many objects as they can before 
whose names a is used ; before whose names an is used. 

Adverbs. 

Teacher, How do I wish you to come to the class? 

Pupils, You wish us to come quietly. You wdsh us to come 
quickly. You wish us to come pleasantly. You wish us to come 
with our slates clean and pencils ready. 

T, Very good. Those words that tell how we do things we will 
call how-words. By and by I will give you another name for them, 
but now that will be easy for you to remember. Tell me how you 
walk. 

P, We walk slowly. We walk quietly. We walk fast. 

T. How do you write on your slates, and what kind of writing do 
you make? 

P. We write nicely on our slates, and then we have nice writing. 

By similar questioning obtain : — 

When we are careful we write carefully. 

A kind child will speak kindly to all. 

T, Put a Aoz^-word into these sentences : — 

A rapid writer is one who writes . 

A safe horse carries you . 

I know that the boy is cross, because he speaks . 

It must be a careless lad who has done his work so . 

When we are gay we act . 

' That was loud reading, for we were reading . 

A modest child will speak . 

That was done by an awkward boy. 

The girl was sad, and walked homeward. 

Their merry laughter rings out. 

T. How does James do his work ? Carefully, etc. 



SECOND YEAR. 45 

Irregular Verbs. — Write. 

Teacher, What do you do on your slates ? 

Pupils. We write upon our slates. 

T. Spell write. 

P, W-r-i-t-e, write. 

T, Write this word write upon your slates, and Tommy may write 
it on the blackboard. Did you ever write upon your slates before ? 

P. Yes ; we wrote upon our slates yesterday. 

2\ How do you spell wrote f 

P. W-r-o-t-e, wrote. 

T, Write the word wrote also on your slates and on the blackboard 
under the other word which I told you to write. Write your names 
at the top of your slates. What have you done ? 

P. We have written our names upon our slates. 

T. Spell written. 

P. W-r-i-t-t-e-n, written. 

T. Write the word written under the other words. What words 
have you on your slates ? 

P. Write, wrote, written. 

T. Put the word write into a sentence. Put the word wrote into 
a sentence. Put the word written into a sentence. Put write, wrote, 
or written into these sentences where I have left the blanks. 

I on my slate every day. 

Laura on her slate yesterday. 

Edna in her book yesterday. 

Ella has her name on her slate. 

Tommy may his name on the blackboard. 

I have a letter this morning. 

The letter was in Boston. 

Last night we letters to our friends. 

Next week we shall again. 

I found the letter had been badly . 

One boy has — — very carelessly. 

To-morrow I hope he will better. Etc. 

Teacher. What are the three forms of write that we have learned ? 

P. Write, wrote, written. 



46 



MANUAL TO LESSONS IN LANGUAGE. 



T. There are two more forms that I wish you to learn. You may 

write on your slates this : writ^, , wrote, written, . What 

have you been doing ? 

P. We have been writing. 

T. Spell writing. 

P. W-r-i-t-i-n-g, writing. 

T. That is the new form I wish you to learn. You may put it at 
the end of the line with the others. Should I say, Tommy writes on 
his slate, or Tommy write on his slate ? 

P. Tommy writes on his slate. 

T. Spell writes. 

P. W-r-i-t-e-s, writes. 

T. You may put writes after the write in the line which you have 
written on your slates. What have you now on your slates? 

P. Write, writes, wrote, written, writing. 

T. These are the five forms of write. Say them to me. 

Pupils repeat. 

T. Copy them on your slates again. Make sentences and put one 
of these words, is, are, was, icere, will, may, can, next iceek, to- 
morrow, this morning, yesterday, last term, has, have, had, shall be, must, 
into each sentence with some form of the verb icrite. 

KoTE. — The teacher can assign a part of these words for a lesson, and may 
use other auxiliaries and time- words to secure variety and practice. 

Put upon the blackboard, to remain as long as useful : — 

Know. 



to-day 
yesterday 
this morning 
to-morrow 
next week 



IS 

are 
was 
were 



had 

may 
can 

may have 
can have 
might 
could 

might have 
could have 



SECOND YEAB. 47 

has shall be 

have will be 

shall shall have been 

will will have been 

shall have could have been 

will have might have been. 

Give the direction : Use in a sentence some form of know with each 
of the words below the bar. This will be good seat work. At first, 
not so many time-words and auxiliaries should be put upon the board 
as are here given. Pupils should be encouraged to make long and 
interesting sentences. 

Take. 

Teacher (writing the word ^^take" upon the blackboard). Who can 
give me a sentence that contains this word ? 

Pupil. The scholars take their books home every night. 

T. John, you may write that seutence on the board, and the rest 
may copy it upon your slates. If you said the same thing about 
Mary that you have just said about the scholars, what would your 
sentence be ? 

P. Mary takes her books home every night. 

T. Write that sentence also. What did Mary do with her books 
last night? 

P. She took them home. \ 

T. Write that too, John. Has she ever done this before ? 

P. Yes, she has taken them home many nights. 

T. Put that sentence down under the others. If you were to 
meet her with her books after school and ask her what she was doing 
with them, what do you think she would say ? 

P. I am taking my books home. 

1\ Let us have that sentence placed with the rest. What are the 
sentences which you have written ? 

P. The scholars take their books home every night, etc. 

Two or three other irregular verbs may be treated in the same 
manner. 



48 MANUAL TO LESSONS IN LANGUAGE. 

At length it will be sufficient for the teacher to write the forms of 
an irregular verb on the blackboard, as, see, sees, saw, seen, seeiiig, and 
say to the pupils : Use each of these forms in two sentences. 

To learn the irregular verbs so as to use them properly is a large 
task, and will require patient drilling month after month and year 
after year. But little folks like such work, and while learning these 
forms are learning many things besides. 

Dictation Exercise. 

Write and fill the blanks : — 

Henry's father is a blacksmith. He a great many horses. 

Last Wednesday he ten. He has several already this morn- 
ing, and is one now. 

It was very cold last night. The water in our kitchen. If 

it — — much harder, the pipes will burst. Do you think it will 

again to-night ? When the river is over, all can skate. Do you 

think it is now ? 

Such work should be extended at the discretion of the teacher. 

Irregular Verbs. — Eeyiews. 

For a review exercise in irregular verbs the following and similar 
sentences may be written upon the board and the pupils may copy 
them and write the answer in the form here given : — 

Did you come to school this morning? 

Yes, I came to school this morning. 

Did you find the ball? 

Did John break his pen ? 

Did Mary catch the train ? 

Did the water freeze last night ? 

Did you forget to tell your mother? 

Did Peter forgive John ? 

Did he bring his book with him ? 

Did she sing sweetly ? 

Did the baby drink his milk? 

Suggestive questions beginning with Did, to cause the pupils to 
use the past tense of irregular verbs can be varied by beginning them 



SECOND YEAE. 49 

with some interrogative word ; as, When did your father give you 
that? 

Why did the colt break his halter? 
Where did you find the ball ? 

Whose slate did you break ? 

How did you come to school ? 

At what time did ? Etc. 

After pupils have become familiar with this exercise it may be 
reversed, and pupils may be required to ask questions beginning with 
Did, for which the following are answers : — 

Yes, he hung up his cap. 

Yes, they flung down their bats. 

Yes, Margaret swept the room. 

Yes, Thomas wrote the letter. 

I^ext, the verb in its present form may be given on the board, and 
pupils may be required to write both questions and answers in the 
forms indicated. 

The pupils may next be required to put their answers into the 
form, *' Yes, have (has) just now " ; as, — 

Did you find your book ? 

Yes, I have just found it. 

Did Susan tell you the story ? 

Yes, she has just told it to me. 

For a further exercise, require both question and answer to be pre- 
pared by the pupils from the list of present forms upon the board. 

The two forms of answers may be required. This will introduce 
in question and answer the three principal parts of each verb assigned. 

Keep a list of irregular verbs at first with, and afterwards without, 
their principal parts, upon the board for frequent oral and written 
drill. 

The following is a suitable list of irregular verbs to be taught 
during the second year : break, bring, buy, catch, come, draw, drive, 
eat, fall, find, fly, freeze, give, go, grow, hide, lay, lie, read, run, see, 
take, tell, throw, write. 



50 MANUAL TO LESSONS IN LANGUAGE. 



Adjectives. — Comparative Degree. 

Teacher. Mary, you may draw a horizontal line on the board and 
write your name beside it. John may draw another horizontal line 
near Mary's and write his name beside his line. Children, can you 
see any difference between these lines ? 

Pupil. One is longer than the other. One is heavier than the 
other. One is straighter than the other. 

2\ What is the difference between Mary's line and John's line? 

P. Mary's line is lighter than John's. 

T. Tell me something that will mean the same, but begin your 
statement with John's line is . 

P. John's line is heavier than Mary's. 

T. What other difference is there ? 

P. Mary's line is longer than John's. 

2\ You have told me something about Mary's line. Tell me some- 
thing about John's line. 

P. John's line is shorter than Mary's. 

T. Which line is the shorter line ? 

P. John's line is the shorter line. 

T. AVhich line is the straighter line ? 

P. Mary's line is the straighter line. 

T. Which line did Mary draw ? 

P. Mary drew the longer line. Mary drew the straighter line. 
Mary drew the lighter line. Mary drew the upper line. 

Have pupils compare two knives, two apples, two books, two sticks, 
two pictures, two toys, two boys, two girls, two houses, two horses, 
two specimens of writing on the board, etc., until the comparative 
degree can be used freely in all forms of sentences. 

Do not introduce more than two objects at a time for comparison, 
nor give any occasion for the use of the superlative degree for two or 
three months after the introduction of the comparison of objects by 
means of adjectives. 

The erroneous use of the superlative degree for the comparative 
may be largely prevented by this precaution. 



SECOND YEAB. 51 



A Further Exercise with Adjectives. 

Have two pencils, sticks, or books conspicuously different in some 
respect. 

Teacher. What kind of pencil is this ? 

Pupil. That is a long pencil. 

T. In which hand is it ? 

P. It is in your right hand. 

Show another pencil in the left hand. 

T. What kind of pencil is this ? 

P. That is a short pencil. 

T. Which pencil is this ? 

P. That is the long pencil. 

T. Tell the difference between the pencil in my left hand and the 
one in my right hand ; between the pencil in my right hand and the 
one in my left hand ? Which of the two pencils is this ? 

P. That is the shorter of the two pencils. 

T. Which of the two pencils is this ? 

So with other things. Secure the words larger, smaller, thicker, 
thinner, wider, narrower. 

Have two children stand. 

T, Are these children of the same height ? 

T. Is John taller or shorter than William ? 

T. Compare William's height with John's height. 

T. Compare William's weight with John's weight. 

T. Compare William's age with John's age. 

Reverse these questions. 

Present two pieces of paper or cloth of the same color, but of 
different shades, and ask the children to compare them. 

Direct pupils to copy from the board the following sentences, and 
fill each blank with one of these words ; sly, clean, little, tin, old, red. 

1. This is a apple. 

2. The box has a thimble in it. 

3. The hen clucks to her chickens. 

4. You should keep your books . 

5. See the fox run at the hen. 



52 MANUAL TO LESSONS IN LANGUAGE. 



Blackboard Composition. 

[Have on the blackboard a list of words promiscuously arranged 
which are familiar to the pupils and suitable for the exercise.] 

The teacher has the class read sentences in concert as she points 
out the words, and then has some one repeat the sentences. A careful 
preparation on the teacher's part will be necessary to give interest to 
this work. 

When the class reads well and can readily repeat the sentences, let 
a pupil take the pointer and be the leader of the class in sentences of 
his own invention. If he asks for some additional word, write it for 
him. 

He should not begin pointing until the sentence is fully formed in 
his own mind. 

The teacher may say, " Make me a sentence beginning with shall, 
we, John, etc., or containing top, me, is, are, was, were, etc." 

Pupils at their seats may print such sentences with their letter 
boxes. 

At first just words enough for the sentence may be given ; as, pig, 
the, run, see, fat ; the, milk, old, gives, cow. 

Then combine the words of the two sentences ; as, the, the, fat, milk, 
pig, old, cow, see, gives, run. 

Then extend. 

Combi:n^ing Statements. 

The tendency of children, and of persons of childish attainments, 
is to speak in short, simple sentences and to unite these in a series of 
statements by the use of and. 

This is a serious defect in speech, though scarcely noticed by 
many teachers, because it does not involve the violation of any rules 
of grammar. Such sentences are correct grammatically, but awkward 
rhetorically. 

The defect is one of failure to grasp several things at one time. 
The mind moves successively from one small thought to another with 
little comprehension of the relations of these thoughts. 

The child who says, " I see James. He is on the platform. He is 
standing by a chair,*' is quite inferior in power of expression, and 



SECOND YEAR, 63 

probably in mental grasp, to the one who says, "I see James standing 
by a chair on the platform." 

When a series of statements like those given above is received, it 
should be accepted only as preparatory to something better, and the 
child should be required to put his statements together into one 
statement, being assisted, if need be, in getting the best form. 



DicTATiON^ Exercises for Second Year. 

[See notes on dictation work, p. 5.] 

(Teach that a statement begins with a capital and is followed 
by a period. The word statement will need no explanation if it is 
used frequently, as it should be, in all conversations between teacher 
and pupil. Before giving a dictation, teach from the blackboard any 
words that the pupils are likely to misspell, or not to understand.) 

I. The birds come in the spring. They build their nests in the 
trees. Early in the morning they sing sweetly. In the autumn they 
go away to warmer countries. Some birds stay here all winter. 

II. A sphere has a curved surface. A cube has a plane surface. 
The surface of the cylinder is both curved and plane. The sphere 
has but one face. The cube has six faces. The cylinder has three faces. 

m. (Teach that a question is followed by ?. Call it '' a question 
mark.") 

1. Do you hear the bu^ds sing? 

2. Did you come to school early ? 

3. Will you please pass me the cylinder ? 

4. Do you like to skate ? 

5. What do you like to do in summer ? 

lY. 1. At what time did you come to school this morning? I 
came at a quarter before nine. 

2. How many pencils did you bring to me ? I brought you four 
pencils. 

3. What did you see in the street this morning? I saw a horse 
running away. 



64 MAXUAL TO LESSOXS IX LAXGUAGE, 

Y. (Teach that the word / is always a capital.) 

1. My friend and I went yesterday to see the animals at the park. 

2. How old do you think that I am ? 

3. When I come this afternoon I will bring you a pretty picture. 

4. May I use your pencil ? 

5. Shall I help you move that table ? 

VI. (Teach that persons' names begin with capital letters.) 

1. John has a little sister named Jessie. 

2. Yesterday I saw Henry walking with his cousin George. 

3. Do you think that Lucy is taller than I am ? 

4. Will you tell Mary that I would like to speak with her? 

5. Shall I pass this book to Carrie ? 

6. May I speak to Albert ? 

YIL 1. John is a kind little boy. 

2. I saw Herbert politely assisting a lame girl to cross the street. 

3. Would you not be pleased to see Willie ? 

4. When did you hear from Charlie and Sammie ? 

5. Helen and Louisa are busy little giiis. 

^T[I. (Teach how to write a full name, initials and surname, etc.) 

1. Write your own full name. 

2. Write your initials. 

3. Write the initials of your given names and your whole surname. 

4. Write these names : Henry W. Longfellow, John G. Whittier, 
Ealph Waldo Emerson, James Russell Lowell, William Cullen Bryant. 

IX. (Teach that names of places begin with capitals. If the name 
consists of more than one word, each word will begin with a capital.) 

1. We live in the L'nited States. 

2. The L^nited States is a part of Xorth America. 

3. Xew York is the largest city in the L^nited States. 

4. Boston and Providence are cities in Xew England. 

5. Philadelphia and Chicago are large cities. 

X. (Teach use of caret, and hyi^hen at end of line.) 
1. London is a verv lars^e citv in England. 



SECOND TEAR. 66 

2. France and Germany are important countries in Europe. 

3. Paris is the largest city in France. 

4. Berlin is the largest city in Germany. 

XI. (Teach that the names of the days of the week begin with 
capitals.) 

1. Last Monday I went down the river with Annie and Hattie. 

2. John and Eddie hope to go skating next Saturday. 

3. Did you go to church last Sunday ? 

4. Shall you take your music lesson Wednesday or Thursday ? 

XII. 1. May I come to your house next Tuesday? 

2. Helen is coming from IsTew York next Friday. 

3. I expect several friends to visit me next Wednesday. 

4. The steamship sails for France on Friday. 

5. Will you go to Boston with me on Thursday ? 

XIII. (Teach that the names of the months begin with capitals.) 

1. Christmas comes in December. 

2. Thanksgiving comes in November. 

3. January is a cold month. 

4. July and August are very warm months. 

5. I like May and June the best. 

6. February is the shortest month. 

XIY. 1. In March and Novem.ber the wind blows hard. 

2. In April it often rains. 

3. April showers bring May flowers. 

4. Some fruits ripen in September. 

5. The leaves begin to fall in October. 

XY. (Teach the use of apostrophe and s to show possession, to 
show whose something is.) 

1. Have you seen John's slate this morning ? 

2. Last Sunday Henry's little sister went to church for the first 
time. 

3. Mary's cloak and hat are new. 

4. The teacher praised Charjie's writing. 



56 MANUAL TO LESSONS IN LANGUAGE. 

5. Last Wednesday George's dog was lost. 

6. Xext summer we are all going to visit Lucy's friends in Pomfret. 

XYI. (Teach how to write Mr., Mrs., Miss, and Dr.) 

1. Write your father's name. Write what people call him when 
they speak to him. (Mr. Green.) 

2. Write your mother's name. 

3. Write your teacher's name. 

4. Write some man's name. 

5. Write some lady's name beginning with Mrs. 

6. Write some lady's name beginning with Miss. 

7. Write any doctor's name that you know. 

XVIL 1. Mr. Green's little boy has hurt his head. They have 
sent for Dr. King to attend him. 

2. Miss Stone's pupils read and write very nicely. 

3. Mrs. Sweet's three little boys are all very polite to everybody. 

4. Mr. Mason's children are always very kind to each other. 

5. Miss Smith's pupils have promised to be kind to animals. 

XVIII. (Possessive of common nouns.) 

1. The teacher's bell is on her desk. 

2. The duck's foot is webbed. 

3. The hen's head is small. 

4. The boy's hat is lost. 

5. The cat's fur is soft. 

6. The dog's eyes are pretty. 

7. The horse's mane is long. 

XIX. (In dictating an exercise containing punctuation marks, the 
use of which has not been taught, the teacher should simply tell the 
pupil to put such a mark after such a word.) 

1. One Wednesday in August Mr. Green took his three children 
down the river. While they were on deck, the wind blew George's 
hat off. He would have lost it if the captain's dog had not caught it 
and brought it back. The children were so pleased with the dog's 
sagacity that they begged Mr. Green to buy the dog. The captain 



SECOND YEAR. 57 

would not part with him, but told them that he could get them one 
like him in England. 

XX. (A test.) 

1. Henry's little sister was late at school last Friday. 

2. We have no school in July and August. 

3. When I came into school Wednesday morning, I found the 
teacher's bell on the floor. 

4. Miss Stone began to teach in this building last December. 

5. The baby's blocks are made of wood. 

6. Have you ever been in Boston ? 

7. Would you like to live in New York ? 



CHAPTER III. — THIRD YEAR. 
Primary Laxgl'Age Teaixixg. 

To tell stories well. 

To report in a complete and orderly manner their observations, 

To describe objects, tableaux, and pictures. 

To repeat in their own language the substance of that which they 
haye read, and 

To write letters, correct in form and language and interesting in 
matter, are the five attainments in language to be secured by pupils 
during their first three years in school. 

If they do each of these fiye things well, their training in language 
has been a success ; so far as they fail in any of these points, their 
instruction has been a failure. The other exercises are preparatory 
to attaining facility and correctness in these. 

Lessons in language have, or should haye, a progress as orderly as 
lessons in number. 

COERECTIOX OF EeEOES. 

Each recitation may begin with the correction of ungrammatical 
expressions heard since the last recitation. 

This may occupy one, two, or three minutes. 

If a reply or a remark by a pupil contain a fault violating a prin- 
ciple not yet taught, correct the expression and proceed without com- 
ment. If the fault be one already discussed, call for its correction by 
the class. 

Peoxuxciatiox. 

An exercise in pronouncing selected words, dividing them into 
syllables, locating the accent, and giving the vowel sounds, may oc- 

58 



TRIED TEAB, 69 

cupy three or four minutes. Teach marking of the vowels. Drill 
upon difficult combinations of consonants, final d, t, and ing. 

This work may be joined with the work in reading or spelling, if 
the teacher prefers. 

Use of Grammatical Terms. 

The grammatical terms, noun, cominon, proper, singular, plural, 
adjective, adverb, pronoun, can be sufficiently explained to third-year 
pupils to permit the teacher to use these terms freely in conversation, 
without asking the pupils to explain or define them, or even to use them 
themselves. When asked, pupils can often give a sentence containing 
a common noun, a proper noun, a singular noun, or a plural noun, 
although they could not have defined any of those terms. The prac- 
tice helps them in selecting and defining the parts of speech later. 

Observe that in the following lessons the use, the form, and the 
meaning of the thing taught occupies the body of the lesson. The 
technical term is not used until near the close of the lesson, and its 
use is not required of the pupils. The teacher uses it afterwards 
whenever convenient, and the idea becomes fixed by repeated associa- 
tion of the word with the thing, not by repetition of a definition. 

The Idea of the Sentence. 

A matter of special importance, and likewise of serious difficulty, 
is to develop in every pupil a full and definite idea of a sentence. No 
definitions will do this. It can be secured only by the examination 
and construction of many sentences. 

Let the teacher compose and write with her pupils, all joining in a 
common exercise. Let the exercise be a description, or better, a story. 
Let some one make the first statement. The teacher, selecting from 
several forms the best, writes it upon the blackboard, the pupils 
writing it upon their slates, telling what capitals and what marks of 
punctuation are used. Let this continue until the time or the subject 
is exhausted. The pupils have used a series of sentences. Fragmen- 
tary and redundant forms have been quietly rejected. Gradually the 
pupils discover the grounds of these selections and rejections, and the 
idea of the sentence has grown clearer to them. 



60 MANUAL TO LESSONS IN LANGUAGE. 



What to Teach iit the Third Year. 

1. The forms of the following irregular verbs should be learned 
during the third year : Begin, bite, blow, choose, cut, do, feed, forget, 
hang, hear, hold, keep, know, leave, lose, make, ride, ring, rise, send, 
set, sell, shake, shine, sing, sit, slide, speak, stand, strike, teach, tear, 
think, wear. 

The irregular verbs taught during the second year [see p. 45] 
should be reviewed, and then the verbs of the list above should be 
studied in the same way, studying one new verb each week. 

2. As often as practicable, pupils should write paragraphs repro- 
ducing stories or descriptions heard or read. (See Written Reproduc- 
tions, p. 9.) 

3. Once a week, or oftener, the pupils should write a paragraph or 
more giving an account of their observations or " nature studies." 

The illustration which follows, p. 61, is supposed to have been 
written by the pupils as a summary of several paragraphs written at 
different times, as the facts stated have appeared. These paragraphs 
were prepared upon the plan mentioned under " The Idea of the Sen- 
tence," p. 59, and after all the facts had been learned the paragraphs 
were condensed and rewritten by the pupils as a composition exercise. 

4. Dictation Exercises. — At the beginning of the year the dic- 
tation exercises of the second year should be reviewed, and then the 
dictation exercises beginning on p. 81 should be taken. There should 
be frequent review exercises, and one new dictation exercise should be 
learned each week. 

5. Study of the Forms of Speech. — Beginning on p. 62 will 
be found illustrative lessons showing how to teach the language forms 
that should be studied during this year. 

The lessons are not supposed to cover the entire subject of lan- 
guage instruction for this year, but are designed to be suggestive of 
the method of treatment. 

These lessons cannot be used just as given, for the simple reason 
that pupils will not always give just the answer that the teacher 
desires ; yet if the teacher has made good preparation, and trains her 
pupils to answer just the question asked and not some other question 



THIRD YEAB. 61 

like it, no difficulty bejond that of having to vary questions and intro- 
duce others will be experienced. 

6. Homonyms. 

7. Letters. 

[A report by the pupils ©f observations of the growth of beans.] 
The Bean^. 

Our teacher put a bean into some cotton in a saucer, and Mary 
kept it moist by pouring a little water into the saucer every morning. 

After three days the bean split open at one end, and a little shoot 
came out. The r-hoot was smooth and white and curved upward a 
little at the end. Soon this end began to grow green, and two tiny 
leaves appeared. After a while a little bud came out between the 
leaves and stretched away from them. Then leaves grew on the end 
of this stalk, and so it kept growing on until it became a long stem. 

The roots of the bean grew down, and other little roots grew out 
from them. 

Homonyms. 

The sentences below may be written on the board, read, and copied 
by the pupils. 

Ask them to find what word in each sentence sounds like one in the 
other sentence, but is not spelled the same. 

Then direct them to use each of these words in a sentence of their 
own. 

A bee is on the flower. 

All the children must be good. 

Mary is a dear little girl. 
Near the pond stood a deer. 

The girl is here. 

The children can hear the birds sing. 

Frank reads an hour a day. 
Fannie does not live in our house 

Henry has no book. 

He will not know his lesson. 



62 JIAyUAL TO LESSONS IN LANGUAGE, 

Kate always knows her lessons. 
Kitty's nose is cold. 

George does not know his lesson. 
Go and untie the knot. 

Susie has gone to meet her sister. 
Lucy does not like meat. 

I hare learned my lesson. 
I have a sore eye. 

Julia can write well. 

John made his tables all right. 

Peter read his lesson. 

Put the red ribbon on the doll. 

Butter will melt in the sun. 
Bertie is a very good son. 

Robbie says there are no eggs in the nest. 
Robins build their nests in the spring. 

Our little girl goes to school to learn to read. 

Olive wants to go, too. 

One man and one man are two men. 

Did you bring some wood for father ? 
Dannie would like to bring it. 

As an illustration of a method of treating homonyms, the following 
exercise is given : — 

Eight — Ate, 

1. Make the figure 8 on the board. Ask the children, " What 
did I do?" ''You made an eight." Have the word eight spelled. 
Then show eight books, slates, pencils, marks, splints, or other con- 
venient objects. '' How many books are there?" ''There are eight 
books." " Spell eight.'' " E-i-g-h-t, eight." 

Dictate : — 

Eight boys were playing ball. 

There were eight apples in a dish. 

Four books and four books are books. 



THIRD TEAB. 



63 



Teacher. What did you eat for dinner? 

Pupil. I ate some meat. 

Have this word ate spelled. 

Dictate the sentence, I ate some meat. 

Dictate : — 

Eight tells how many there are. 

Ate tells something you or some one else did. 

The work upon homonyms can be extended at the discretion of the 
teacher. Except in reviews, not more than one pair or triplet of 
homonyms should be taken in one day. 

The following, besides those given above, are suitable for this 
grade : — 



bear, 


bare. 


blew. 


blue. 


by, 


buy. 


fore. 


four. 


flower. 


flour. 


grate. 


great. 


knew, 


new. 


lead, 


led. 


made, 


maid. 


pail. 


pale. 


pain. 


pane. 


pair. 


pear, 


peace. 


piece. 


rose, 


rows. 



pare. 



sail, 


sale. 


see. 


sea. 


sent. 


cent. 


sense, 


cents. 


sew, 


so, 


stair, 


stare. 


steal. 


steel. 


threw, 


through. 


wait. 


weight. 


way. 


weigh. 


wear. 


ware. 


weak. 


week. 


whole, 


hole. 


won, 


one. 



sow. 



Lesson upon Nouns. 

Teacher. What is this ? 

Pupils. That is an apple. 

T. What is the name of this thing? 

P. That is an eraser. 

T. What is the name of this ? 

P. That is a table. 

T. What is the name of this ? 

P. That is a desk, a book, etc. 



64 MAS UAL TO LZSSOyS IX LAXGUAGE. 

T. What is your name? 

P. My name is William Brown. 

As :::e names are given write them in a colnmn upon the black- 
board. Ask the children to point to the thing of which this is the 
name. This. This. 

T. How many names have I written upon the board. 

Xames are sometimes called nouns. 

Write the word nouns upon the board. 

How many nouns are in this column? In this? 

CoMAiox A^-r» Proper ZSorxs 

What is this ? That is a boy. 

Who is this ? Th-: is Willi^. 

WTiat is this ? Thar is a girl. 

Who is this ? That is Emma. 

The words child, scholar, teacher, man, woman, with eorresponding 
proper nouns, can all be brought out. 

What is this road in front of the school caUed? (A street.) WTiat 
street is it? Wliat is the street a part of? (The city.) What city? 

If in answer to the first questions about street and city, the proper 

names are given, accept them and ask, Wliat is ? (A street — a 

city.) 

What body of water did you ever see (or is near here) ? (Get both 
common and proper nouns.) What island can you mention ? 

As these words are obtained write them in two columns, proper 
nouns in one, common nouns in the other. Lead the children to 
observe that one of the columns contains nouns that can be used for 
all the objects of that kind, and the other, nouns which show which 
one in particular is meant. Let them tell which of two nouns that 
you give them can be used for any object like itself, and which one 
means a particular one. When they can do this, tell them that the 
one which can be used for any object of the same kind is a common 
noun, the one which is the name of a particular one is a proper 
noun. Let them discover that the proper nouns are aU begun with 
capital letters. Tell them that proper nouns always do begin with 
capital letters. 



THIBB YEAB. 65 



Singular and Plural Kouns. 

What is this ? (An inkstand — a bell — a desk — etc.) When I say 
"inkstand," how many do I mean? What word should I use if I 
wished to speak of more than one inkstand ? bell ? chair ? pear ? cat ? 

(Use a number of examples, all having regularly formed plurals.) 
What is the difference in meaning between cat and cats .^ " Cat means 
one, and cats means more than one." Let them tell in this way the 
difference between several words, and then tell them that a noun 
which means one is a singular noun, a noun which means more than 
one is a plural noun. 

Think of a singular noun. What is it ? How do you know it is 
singular? Think of a plural noun. What is it? How do you know 
it is plural ? Think of a noun either singular or plural. Which is it ? 
How do you know ? 

What is the difference in the words dog and dogsf (s.) Apple and 
apples? Etc. How is the plural of most nouns made? Can you 
think of any not made so ? 

Man, woman, child, tooth, foot, ox, deer, sheep, leaf, knife, wife, 
mouse, goose. 

The irregular plurals of these words should be written on the 
blackboard and learned by the pupils. 



Possessive of Singular Kouns. 

Teacher, Think of a common noun meaning a person. 

(Receive several answers and write them on the board in a hori- 
zontal line like this : — 

boy girl cousin uncle etc.) 

How many boys in this class ? 

How shall I write hoys f 

(Write it upon the board under hoy.) 

What is the difference in meaning between hoy and hoys ? 

Is this tlie boy's hat ? 

How shall I write hoy's ? 



66 



MANUAL TO LESSONS IN LANGUAGE. 



How many boys does that mean ? 

(Write it upon the board under boj/s.) 

Use all the words of your blackboard list in the same manner. 

The list will now appear as follows : — 



boy 


girl cousin uncle 


brother 


boys 


girls cousins uncles 


brothers 


boy's 


girl's cousin's uncle's 


brother's 


sister 


aunt father 


mother 


sisters 


aunts fathers 


mothers 


sister's 


aunt's father's 


mother's 



Then ask, " When we add 5 to a singular noun, what does it make 
it mean ? " (More than one.) When we add apostrophe and 5 to a 
singular noun it makes it show whose something is. When I say 
" The girl's hat," how many girls do I mean ? How do I write girVs? 
When I say, " My cousins are coming," how many cousins do I mean ? 
(Ask many questions like these, always adding, "How should I 

write ?") What do we do to a noun to make it mean more 

than one ? To make it show whose something is? We call the form 
of the noun which shows whose something is, the possessive* 

Possessive of Proper Nouns. 

If John owns a sled, whose sled is it? To-day we will write the 
possessive form of some proper nouns. Answer all of my questions 
with some one's name. 

Whose slate is broken ? 

Whose pencil is long ? 

Whose book is new? 

Whose horse did you see? 

Whose voice did I hear ? 

Whose book is torn ? Etc., etc. 



Possessive of Plural Nouns. 

You remember that the possessive form of a noun shows whose 
something is. What is the possessive form of girl? Put it in a sen- 



THIRD YEAR. 67 

tence. Change the sentePxce to the plural. Make it mean more than 
one. How do you suppose we write that word glials' ? 

Obtain by questioning in the same way other regularly formed 
plurals. Write them all on the board, and see if they can tell you 
how to make the po*ssessive of a plural noun. See that they observe, 
not guess. See if they can explain the difference in meaning between 
girl, girls, girl's, girls', etc. 



Possessive of Irregular Plurals. 

In what do most plural nouns end? Do all plural nouns end in 5? 
Think of some which do not. (Children, men, women, sheep, deer, 
oxen.) Write them on the board. Use one of these words in answer 
to these questions. 

Whose slates are these ? 

Whose horses did you see ? 

Whose bonnets are in the hall? 

Whose horns did you see ? Etc. 

After each question ask, "How do we write ?" (poss. word), 

and write it. Do the same with some regular plurals. 

How do we make the possessive of a plural noun ? Observe, 

Pronouns. 

[Review pronouns as taught in second grade.] 

I. John may stand — walk — write — look out of the 

window^ etc. What are you doing ? I am . Who 

is standing? I am standing. Ask another pupil. Who 

he. is standing? John is . What is John doing? He is 

. If pupil repeats John, tell him to use another word 

in place of John. Another pupil tell John what he is 

you. doing. You are standing. John, sit. Tell him what he 
was doing. (Look out for you was .) 

she. Repeat with a girl ; action different. 

it. Henry, put your slate — book — anything — on your 

desk. Different pupils put different things on their 



68 MANUAL TO LESSONS IN LANGUAGE. 

desks. Where is the slate? The slate is . Use a 

word instead of slate. It . Where is the book? 

It . Etc. 

When we talked about John, what word did we use 

instead of his name? AVhen we talked about Mary? 

When we spoke to John ? To Mary ? When John and 

Mary spoke of themselves? When we talked about the 

slate, the desk, any object ? As the pronouns are received 

this time, write them on the board. AVhat did we use 

all these words instead of? (Names.) Words used 

instead of nouns are called pronouns. Write pronouns 

over the list. 

Mary and I. Henry, tell me that you and Mary were studying. 

Tell me the sanie thing, using a pronoun instead of 

she and I. Mary's name ; the same thing, using only one pronoun 

we. which shall mean both of you. John, tell me the same 

thing about Henry and Mary, using their names ; the 

he and she. same thing, using two pronouns ; the same thing, using 

they. o^ily one. 

Lucy, tell me that you and Arthur like to play croquet; 
he and I. tell the same thing, using a pronoun instead of Arthur's 

we. name; the same thing, using one pronoun for both of 

he and she. you. Carrie, tell me the same thing about Arthur and 
they. Lucy, using two pronouns ; using only one. 

John, Carrie, and Bella may stand. What are you 
doing, Bella ? Who else is standing ? Who else ? Tell 

me all of that in one sentence. John, Carrie, and I . 

he, she, and I. Tell me what you, John, and Carrie are doing, using three 
we. pronouns ; using one. Another pupil tell me the same 

they. thing about John, Carrie, and Bella, using one pronoun. 

Teaclier {icridng). What am I doing? John, write; 
yovi tcere. Eddie, write. John, what was I doing?. Ask Eddie 
xvereyoM. what he was doing. Eddie, ask John what he was do- 
you,he,andl. ing. John, tell me what we were all doing, using three 
we. pronouns ; using only one. 



TRIBB YEAR. 



69 



Objective Pronouns. 

(Give book to boy.) What did I do ? You gave me 
a book. To whom did I give a book? You gave the 

me. book to me. (Ask another pupil.) To whom did I give 

the book? You gave the book to John. Use a pronoun 

him. in place of John. You gave the book to him. 

her. (Repeat similar exercise with a girl — the action differ- 

ent.) Answer these questions, using no names ; use pro- 
nouns instead of the nouns. 

me. Did I give a book to you? 

him. Did I give a book to John ? 

her. Did I write a letter to Alice ? 

John, you may write your name on the board. Eddie 
may do the snme. John, what did I tell you to do ? Whom 
else did I tell to write ? Tell me all of that in one sen- 

himand me. tence. (Eddie and me.) Tell the same thing, using two 

us. pronouns for you and Eddie ; using one. Henry, what did 

them. I tell John and Eddie to do ? Use a pronoun. 

(Show Lucy her own slate.) For whom was this slate 

me. bought? Show Lucy Carrie's slate. Ask Lucy the same 

question. Ask Lucy, "For whom were these slates 

her and me. bought? " (Carrie and me.) Use two pronouns for you 

us. and Carrie ; use only one. Ask another pupil, " Were 

these slates bought for Carrie and Lucy ? " Use one 

them. pronoun. 

Henry may go into the hall and come back. Henry, 

me. whom did I send into the hall? Mary may go into the 

hall and come back. Henry, whom did I send into the 

her and me. hall? Use names in answer. Use two pronouns. Use 

us. one. 

him and her. Eddie, whom did I send into the hall? Use names. 

them. Use two pronouns. Use only one. 

you and me. John, ask Mary whom I sent into the hall. Use two 

us. pronouns. Use one. 

my sister and me. Tell me that your father wrote you and your sister 

her and me. us. each a letter; use two pronouns; use only one. 



70 



MANUAL TO LESSONS IN LANGUAGE, 



my brother and Tell me that your mother gave you and your 

me. brother each a pair of skates ; tell me with two pro- 

himandme. us. uouds ; with only one. 

him and her. Tell me that I spoke to John and Susie, using two 

them. pronouns ; using one. 



Pronouns as Predicate Nominatives. 

Pupils may answer, " It was " or " It was 

not ," as they choose. 

It was I. Was it you whom I met last night? 

It was not I. Tell me that it was not you whom I met. (" 'Twasn't 

me '' is the commonest of all mistakes.) 

AVas it George whom I heard talking? Repeat 
It was he. your answer, using a pronoun. 

Was it Henry w^ho rang the bell? Repeat, using 
It was he. pronoun. 

It was she. Was it Mary who came in early? 

It was you. Was it I who gave you the book ? (Be sure to 

receive " It was not,'' as often as " It was.") 

Tell me that it was you and IVIary who saw the 
horse run away. Tell me the same thing, using two 
pronouns for you and Mary ; using only one. 

Tell me that it was you and George w^ho rang the 
bell; repeat with one pronoun. 

Tell me that it was Henry and Lucy whom I met ; 
use two pronouns ; use one pronoun. 



she and I. 

It was we. 

It was he and I. 

It was we. 

It was he and she. 

It was they. 



Predicate Nominative with Present Tense of To Be 
IN Dependent Clause. 

Direct a pupil to stand. Ask, ''Who is standing?" 
" I am standing." Teacher write '' I am stand- 

ing," on board, with space between / and am large 
enough to write who. Ask, "Is it you who are stand- 
ing?" Probably pupils will not say am in answer. 
Fill in the sentence on the board so that it reads, " It 



THIBB YEAR. ' 71 

It is I who am. is I who am standing." Ask a pupil not standing, 
It is not I. " Is it you who are standing? " Have a boy and a girl 

It is not he. stand. Is it George who is standing? Is it Eddie 

It is he. who is standing? Is it Carrie who is standing? Is it 

It is she. Lucy who is standing? Is it I who am standing? 

It is not she. Put ''he is," ''she is," "you are," on 

the board, filling in as before, and show the pupils that 
the who does not change the word that we use with 
/, he, she, you. 
It is I. Who is it who is writing ? Refer to yourseK only in 

It is he and I. answer. Refer to yourself and George, using two pro- 
It is we. nouns ; using only one. 

Ask another pupil, "Who is it who is ?" 

It is she and I. (The action may be changed.) Refer to yourself and 
It is we. Mary in answer; use two pronouns ; use only one. 

It is he and she Ask another pupil, changing the verb, "Who is it 

who. who is ?" Refer to Henry and Lucy in your 

It is they who. answer; use two pronouns ; use only one. 

It is he, she, " Who is it who is ? " Refer to yourself ,, George, 

and I. and Mary in your answer ; use three pronouns ; use 

It is we. one. 

Predicate Nominative with Was and IVere in Dependent 

Clause. 

Ask questions similar to the preceding ones, using was instead of 
is. Obtain these answers : — 

It was 1 who was . 

It was not I who was . 

It was he . It was she . It was you who were . It 

was he and I who were . It was she and I who were . It 

was we . It was they . It w^as he, she, and I . 

Same exercise with has and have. 

Interrogative Pronouns. 

Direct the pupils to ask a question beginning with who. Re- 
ceive a number. Pupils will be sure to begin some of these sentences 



72 IfANUAL TO LESSONS IN LANGUAGE. 

with ivho and end them with to, for, from, by, etc. Teach them that a 
sentence must never begin with ivho and end with those words. If 
you tell them to begin that same sentence with to, for, or whatever 
word they finished with, they will change ivko to ivhom naturally. 

Direct the children to ask a question beginning with whom. They 
will now begin to confuse who and ivhom, asking, " Whom did some- 
thing."' They will make mistakes which they wouldn't make in 
conversation, because they have just been saying "To whom," etc. 
Tell them that tvhojn never does anything. Drill them in making 
questions beginning with ivho, with ichom, with to, for, from, etc., fol- 
lowed by ivhom. 

Direct the pupils to ask the question suggested by these state- 
ments : — 

I gave a pencil to somebody. 

Somebody came to see me. 

I have bought a book for somebody. 

Somebody is absent to-day. 

I met somebody coming to school. 

I took this book from some one. 

This book was written by some one. 

I saw some one writing. 

I went away with somebody. 

An"sweiis and Questions. 

Of what question is this the answer, — I gave it to James ? 
[To whom did you give it ?] 

Ask me a question such that my answer will be, I bought it of John. 
[From whom did you buy it ?] 

Answers. Questions. 

I am going to town. Where are you going? 

John gave it to me. Who gave it to you? 

He went to the teacher. To whom did he go ? 

He works for Mr. Brown. For whom does he work ? 

It was done by Mary, By whom was it done ? 



THIBB TEAB. 73 

After the pupils become somewhat expert in finding questions to 
fit different answers, this form of questioning should be adopted 
whenever it proves the readier means of occasioning the use by the 
pupils of the forms you desire from them. 

Adjectives. 

What kind of day is it? 

What kind of day is it sometimes? 

What kind of article is sugar ? 

What kind of girl do we like? (Several adjectives.) 

What kind of boy ought you to try to be ? (Several adjectives.) 

What kind of scholar fails to learn his lessons ? 

What kind of picture do we like ? 

Write the adjectives on the board, and ask the children what 
all these words tell. They will tell you " what kind something is." 
Tell them that a word that tells what kind something is, is an adjec- 
tive. 

Direct the pupils to finish these sentences with adjectives. 

Apples are . 

Henry is . 

Flowers are . 



That writing is . 

That reading is . 

That lady is . 

That little girl is . 

That boy is . 

The weather is . 

Pupils will often fill these blanks with nouns, as, Apples are fruit. 
Explain that they must fill it with an adjective, a word which tells 
what kind they are. Does fruit tell what kind the apples are, or what 
they are ? 

Comparison of Adjectives. 

Tell me something about this pencil, referring to its length. " That 
pencil is short,'' Tell me about the length of this pencil as compared 



74 MANUAL TO LESSONS IN LANGUAGE. 

with the one shown you first. " That pencil is shorter than the 
other." (Showing another still shorter.) Look at this one. (Putting- 
all out of sight.) How many pencils have I shown you? Which of 
the three is this ? " That is the shortest,'^ Which of the three is 
this? 

Repeat this exercise with other objects and obtain the superlative 
form of two or three more adjectives. (Thick, thin, heavy, light.) 
Write these superlatives on board. Then showing a small apple, say 
to the pupils, "Tell me about the size of this apple." '' That apple is 
small.'" (Showing one still smaller.) Tell me about the size of this 
one compared with the other. '' It is smaller than the other." (Put 
both out of sight.) How many apples did I show you? Wliich one 
is this? ''That is the smaller.'' Which one is this? "That is the 
larger." (In another column write these comparatives.) 

Mary and Carrie may stand. How does Mary compare in height 
with Carrie? " She is taller than Carrie." How does Carrie compare 
in height with Mary? " She is sJwrter than Mary." W-'hich of those 
two girls is Mary? Refer to her height in answering. "Mary is the 
taller." (Write on board.) 

Henry and Willie stand. Henry, how old are you? Willie, how 
old are you ? Which of those two boys is Henry ? Refer to his age 
in answering. " Henry is the older." Wliich is Willie ? " Willie is 
the younger." 

The teacher has often used the word compare. The children have 
not used it, but their replies show that they have understood it. The 
teacher can now call attention to the two lists on the board. How 
many things were w^e comparing when we used these words ? (Two.) 
When we used these? (Three.) Take four or five pencils now, and 
ask, Which pencil is this? (Shortest or longest.) You see we use 
the same words when we compare three, four, or five — any number 
more than two, — and these words when we compare only two. W^ho 
can tell what change we make in the adjective when we compare two 
objects? More than two? 

Make sentences in which you use the expressions, the sharper or 
the sharpest ; the duller or the dullest ; the brighter or the brightest ; 
the quicker or the quickest ; the prettier or the prettiest ; the better 
or the best ; the cleanest or the dirtiest, etc. 



THIBB YEAR. 75 

This Kind — That Kind, etc. 

Show several penholders of one kind in one hand, several of an- 
other kind in the other hand. Ask, How many kinds of penholders 
do you see? "I see two kinds." Which kind do you like better? 
Show several slates of each of two kinds. Which of these two kinds 
of slates is the more expensive? Which kind of pen do you prefer? 
(Always show more than one of a kind, so that if they are inclined 
to say '' those kind," they may have an opportunity.) Tell them they 
must say " That kind," because even if there are several of the same 
kind, they are speaking of only one kind. Give a similar exercise, 
letting the pupils take the objects, to learn " this kind." Use the word 
sort with the same meaning. Tell me something about ^Uhat kind of." 

Wfjy AND l¥fiat For. 

The distinction in meaning between why, which calls for the reason, 
and ivhat for, which asks the purpose of an act, should be taught to 
the pupils as soon as they can readily suggest the proper question to 
secure a given answer. 

This cannot be done without abundant illustration and careful 
analysis of the thought involved in the questions and answers 
employed. 

Of this analysis, however, pupils of the third grade are entirely 
capable if they are carefully directed. 

/f A^jy Since. 

If implies doubt and precedes a supposition. 

Since refers to a fact and prepares the way for a conclusion. 

If 1 yard of cloth cost 6 cents, 5 yards will cost 30 cents. 

Since there are 12 inches in 1 foot, in 10 feet there are 120 inches. 

Less AND Fewer. 

Less = not so much. 

Fewer = not so many. 

Less money, sugar, cloth, time, etc. 

Fewer apples, books, persons, pencils, etc. 



76 MANUAL TO LESSONS IN LANGUAGE. 

Opposites. 

Teacher, If you were going north and should turn about and go 
in the opposite direction, which way would you be going? 

Pupil. I would be going south. 

T. What is the opposite of north ? 

P. The opposite of north is south. 

T. What is the opposite of east ? What is the opposite of right ? 
What is the opposite of left ? What is the opposite of up ? What is 
the opposite of forward ? What is the opposite of top ? What is the 
opposite of front ? 

T. Things may be opposite to each other in other ways than we 
have studied. Hot is the opposite of cold ; wet is the opposite of dry. 

What is the opposite of smooth? Of large? Wide? Strong? 
Heavy ? 

Give the opposite of old, clear, light, right, wrong, poor, good, even, 
hard, tall, day, in, open, fresh, slow, solid, brittle, kind, brave, broad, 
polite, head, uncle, niece, healthy, land, sharp, stupid, first, deep, true, 
tame, asleep. 

Use ea^ch of these words and its opposite in a sentence. 

Illustkation : Iron is heavy. Feathers are light. 

Let pupils combine these sentences, using such connections as the 
teacher suggests; as, — 

Iron is heavy, but feathers are light. 
Iron is heavy, while feathers are light. 
Though iron is heavy, feathers are light. 

Adverbs. 

How am I walking? (Slowly.) How does Carrie recite? How 

does sing ? How does read ? How does recite ? How 

should we behave? How should we speak? How should we study? 
work? play? talk? 

Write on the board the words obtained in answer to these questions. 
These words all tell how something is done. Words which tell how 
something is done are adverbs. Words which tell what kind things 



THIEB YEAB. 77 

are, are adjectives. A great many adjectives and adverbs are very 
much alike, as, John is a rapid v^alker, John walks rapidly. Many 
people make mistakes and use the adjective instead of the adverb. 
We must learn to be careful and use the right word. 

What kind of girl does things neatly ? How does a neat girl do 
things ? John is a careful boy. How does he do things ? John is a 
light sleeper. How does he sleep? Isabel is a rapid walker. How 
does she walk? Jennie is kind. How does she speak? George is 
polite. How does he treat people ? 

The Senses. 

What are our eyes for? What are our ears for? How do we 
know if anything is hard or soft ? if anything is sweet or sour ? if 
anything is fragrant or not? We find out all of those things by 
means of our senses. (Write Senses on the board.) We have five 
senses. Who can tell me what they are? Write, "hearing, seeing, 
smelling, tasting, and feeling," on the board. 

How do flowers look? 
How does music sound ? 
How does kerosene oil smell? 
How does sugar taste ? 
How does iron feel ? 

In all your answers yon used an adjective in answer to my ques- 
tions. We have learned before that we use adverbs to tell how 
anything is done. We use adjectives to tell how things look, sound, 
smell, taste, and feel. If you think, you will see that those words 
don't tell how anything is done. The flowers, the music, the oil, the 
sugar, and the iron, are not doing anything. 

How does the grass look? How does it look in hot, dry weather? 
(Dry, brown, withered.) How does a tiger look ? How do flowers 
look? How does the sponge feel ? How does silk feel ? sand-paper? 
glue? Tell me anything that can be smelled. Tell me how any of 
those things smell. Tell me how something tastes. 



78 MANUAL TO LJESSONS IN LANGUAGE. 

Sit AND Set. 

Explain to the pupil that to sit means to rest: as, I sit upon a 
chair. From this as a model sentence obtain the forms, — You sit 
upon a chair. He sits upon a chair. 

Then the past form, — I sat upon a chair yesterday. I have sat in 
my chair all the morning. He has sat in his seat all the morning. Etc. 

Then define set as meaning/)?/^ oy place. I set the bell on the table. 
Develop the other forms. 

N"ext have the pupil use the proper form of sit in each of the follow- 
ing sentences: The bell rests on the book. The boys rest on the 
bench. The bell has rested on the book for five minutes. 

Then put the proper form of set into each of these sentences. I 
place the book upon the desk. John puts the ink-well on the stove. 
Mary has placed the chair on the platform. Thomas had placed the 
flowers on the desk before he came to class. Etc. 

The next step will be to give many sentences with blanks to be 

filled by the pupil with forms of sit or set, as : The servant the 

table for dinner and the meat by father's plate. I the chair 

on the platform, and Thomas in it. I have in this seat for 

two weeks. I had it there before you told me. 

Have pupils fill the blanks in the following sentences with the 

proper forms of sit and set, Xotice what he says and it down in 

your note-book. still and study. I will a good example. 

His clothes very well. I will for my picture. Court 

next week. When the storm in, we were much afraid. Mary 

her hen on twelve eggs. He had on the doorstep until he 

was quite chilled. At four o'clock I shall have here two hours. 

They have on the bench since morning. 

Lie AND Lay. 

Joseph, you may lay your pencil on the desk. What did I tell 
Joseph to do ? What did he do ? What has he done ? What does he 
do with his pencil when he is not using it? What am I doing with 
this book? What do we do with our pencils when w^e are not using 
them ? What did we do with our pencils this morning when we were 
through using them ? What have we done with them now ? 



THIRD YEAB. 79 

What are the forms of lay'^ Spell lay, lays, laying, laid. To lay 
means to place or put down. 

What was I domg with this book when I spoke about it before ? 
(You were laying it upon the table.) 

What is the book doing now? (The book is lying on the table.) 

Carrie, do you lie down sometimes when you are tired? What 
shall we all do to-night ? Carrie is tired ; what ought she to do ? We 
will suppose she has done it. What has she done? What did she do ? 
What is this doll doing ? Spell lie, lay, lies, lying, lain. To lie means 
to remain, to rest. 

Tejs-se. 

Teacher. What do you see in this picture ? 

Pupil. I see a boy. I see a girl. I see a boat. I see some trees. 

T. Do yon remember what you saw on your way to school? 

P. I saw a carriage with two men in it. I saw a man driving oxen. 

T, What do you think you will see to-morrow ? 

P. To-morrow I shall see my father. To-morrow I shall see the 
parade. Etc. 

T. What did you do this morning ? 

P. We ate our breakfasts. We came to school. We studied our 
lessons. We wrote on our slates. We read in our books. We helped 
mother with her work. We went to the store. 

T. What will you do this afternoon ? 

P. We shall go home after school. We shall buy some candy to 
take to our little sisters. We shall ride in the street cars. Etc. 

T. What would you do if you could ? 

P. If we could, we would clothe all the poor children that live in 
our town. If we could, we would earn so much money that our 
parents need not work. 

T. AVhat can you tell your folks that you have done to-day? 

P. We can tell them that we have studied well. We can tell 
them that we have been good and kind. We can tell them that we 
have written our lessons. We can tell them that we have recited five 
times. We can tell them that we have seen the circus go past the 
schoolhouse. 

T. What could you have told your mother last night that you had 
done yesterday ? 



80 MANUAL TO LESSONS IN LANGUAGE. 

John. Last night I could have told my mother that I had been at 
school all day. That I had reached the head of my class. That I 
had given Tommy a nice apple. That I had learned how to read a 
new lesson. 

T, What do you think will have happened at your house before 
you get home to-night? 

P. I think mother will have gotten supper ready for me before I 
get home. I think that father will have come home from Boston. I 
think that Aunt Mary will have come to see us. I think that Fido 
w^ill have run away. 

T. What may have been done with the ball this morning? 

P. It may have been hidden. It may have been carried home by 
the owner. It may have been thrown behind the fence. 

T, Who may have done these things ? 

P. Mary may have hidden it. John may have carried it home. 
Peter may have thrown it behind the fence. 

T, What would you have done if you had been with Columbus 
when he first saw the red men? 

P. If I had been with Columbus when he first saw the red men, 
I would have gone on shore with him to meet them. ' If I had been 
with Columbus when he first saw the red men, I would have kept 
close to the ship where they would not see me. Etc. 

Note. — ^Tien pupils have become ready to answer questions using 
the appropriate form of the verb, they may be told to ask a question 
that has the word run in it, and to write the answer beginning with 
Yes; as. Can a dog run fast ? Yes, he can run very fast. Many other 
verbs can be used in the same way. They may then be told to write a 
question beginning with. Did, and containing tlie word icTing, and then 
to write its answer. This will afford a very satisfactory drill upon 
past tenses. This work can be extended by using 

have and some verbs named by the teacher. 

shall and some verbs named by the teacher. 

had and some verbs named by the teacher. 

can and some verbs named by the teacher. 

may have and some verbs named by the teacher. 

shall have and some verbs named by the teacher. Etc., etc. 



THIRD YEAR. 81 



DICTATION EXEECISES FOR THIRD YEAR. 



(Review of Second Year. Statement, question, period, question 
mark, and the word /. This year call the question mark an interroga- 
tion point.) 

1. Are you willing that I should take your book? 

2. Many large plants and trees grow in warm countries. 

3. Animals with fur live in cold countries. 

4. Would you not like to visit other parts of the earth ? 

5. I would like to go to colder and to warmer countries. 

6. I should see there different animals and plants from those I see 
here. 

11. 

(Review use of capitals in names of persons and places, and use of 
caret and hyphen at end of line.) 

1. Henry W. Longfellow was a famous American poet. 

2. John G. Whittier is a poet who is now living in Massachusetts. 

3. Longfellow and Whittier were both born in 1807. 

4. The people of America love and admire both Longfellow and 
Whittier, not only for their poems, but for their beautiful character. 

HI. 

(Review use of capitals in names of days and months.) 

1. The longest day of the year comes in June. 

2. The shortest day of the year comes in December. 

3. We go to school every day except Saturday and Sunday. 

4. We go to church on Sunday. 

5. I was in Boston one Wednesday last December. 

IV. 

(Review possessive form of nouns in the singular.) 
1. Last summer Henry's mother took him to Newport. They 
stayed in Newport through July and August. 



82 MANUAL TO LESSONS IN LANGUAGE. 

2. These are my cousin's books. 

3. My father's horse has hurt his foot. 

4. Lucy's new dress is very pretty. 

5. The cat's milk is in the saucer. 



(Teach that the name of the person addressed is separated from 
the rest of the sentence by commas.) 

1. George, will you bring me that book? 

2. I think, Lizzie, that you must study that lesson again. 

3. Do you think, Carrie, that you can finish that work by next 
Friday ? 

4. I should be much pleased, my dear Jennie, if you could visit 
me in !N^ew York. 

5. I am sorry, John, that you did not succeed in your attempt. 

VI. 

(Teach use of comma in a series of words.) 

1. The sphere, cube, and cylinder are made of wood. 

2. The cylinder wdll stand, roll, and slide. 

3. I have a cloak, hat, scarf, and rubbers in the dressing-room. 

4. George, Henry, and John are going to Chicago in September. 

5. I have invited Louise, Alice, Susie, and Jennie to visit me next 
Thursday. 

YII. 

1. The spring months are March, April, and May. 

2. The summer months are June, July, and August. 

3. The autumn months are September, October, and November. 

4. The winter months are December, January, and February. 

5. The days of the week are Sunday, Monday, Tuesday, Wednes- 
day, Thursday, Friday, and Saturday. 

. VIII. 

1. London, Paris, Berlin, and New York are large cities. 

2. France, Germany, Italy, and Spain are countries in Europe. 



THIRD YEAR. 83 

3. The United States, British America, and Mexico are countries 
in North America. 

4. Rice, cotton, tobacco, and sugar-cane grow in warm countries. 

IX. 

1. Trees have roots, trunks, branches, and leaves. 

2. The four seasons are spring, summer, autumn, and winter. 

3. The twelve months of the year are January, February, March, 
April, May, June, July, August, September, October, November, and 
December. 

X. 

1. Can you, Jessie, tell me what you learned Monday about 
sponges ? 

2. In which city, Mary, would you prefer to live, in Boston or 
New York ? 

3. Do you think, Lucy, that George's little sister Carrie is very ill ? 

4. I think I would rather live in the country than live in any city. 

5. The country is not so pleasant in winter as in July and August. 

XI. 

(Teach the use of quotation marks, and that a quotation begins 
with a capital and is separated by a comma from the words which 
introduce it.) 

1. Louise said, *' Come, John, it is time to go to school." 

2. Mother said, '' Henry, will you go to the store for me? " 

3. The captain answered, " We sail Saturday at four o'clock." 

4. Jessie's mother replied, " I do not wish you to go to-day." 

5. The man said, " I think it will storm to-morrow." 

XII. 

(Teach the use of quotation marks with broken quotations.) 

1. " LawTence," said his mother, " have you finished your work ? " 

2. "I will go," said John, '' as soon as I have read this chapter." 

3. " Sponges and coral," said the teacher, " are obtained from 
the sea." 



84 3fANUAL TO LESSONS IN LANGUAGE. 

4. Grace's mother said, " Will you bring me your brother's coat?" 

5. "Xext Saturday," said Mary, " we will all go to Boston to- 
gether." 

XIII. 
(Teach how to write St. and Ay.) 

1. Mr. Smith's family live on State St. 

2. Jennie and Susie are visiting friends on Madison Av. 

3. There are many stores on Westminster St. 

4. Do you not think Fifth Av. is pretty ? 

5. Will you go to Washington St. for me ? 

XIV. 

(Teach the use of apostrophe in contractions.) 

1. John doesn't like to study. 

2. Lucy hasn't any book. 

3. I'll go if you will. 

4. Shouldn't you think he would wish his teacher to love him? 

5. He couldn't succeed in doing his work. 

XY. 

(Teach the abbreviations Mr., Mrs., Dr., Mon., etc., Jan., etc., Capt., 
Col., Gen., Eev., Esq., ct., cts., doz., lb., pt., qt., pk., bu., gal., oz., M., 
P.M., A.M., and the word o'clock.) 

1. Mon., Feb. 22, 5 o'clock p.m. 

2. Tues., Jan. 12, 11 o'clock a.m. 

3. Fri., Sept. 9, 12 o'clock m. 

4. Col. Hopkins will be here next Saturday. 

5. Capt. Jenks went to Boston last Wednesday. 

6. Eev. Mr. Monroe will preach next Sunday. 

XYI. 

(Teach form of possession of plural nouns.) 

1. The girls' hats are in the dressing-room. 

2. The boys' skates are in the entry. 



THIBB YEAR. 85 

3. Girls' shoes are not so heavy as boys'. 

4. Men's hats are sold in this store. 

5. Children's voices are very sweet. 

6. Boys' sleds for sale here. 

XYII. 

1. Ivory is obtained from elephants' tusks. 

2. All of the boys will come early next Monday morning. 

3. " Father," said John, " there is a store on Washington St. 
where they sell boys' skates for a dollar," 

4. "Let us go into this store," said Miss Stone, "and look at 
ladies' hats." 

5. I hope to see an improvement in the pupils' behavior. 

6. The boys' manners are better than they were. 

XVIII. 

(Letter forms. Teach how" to write the address of a letter. Have 
the pupils write these addresses from dictation. A picture of an en- 
velope could be made on the slate, and the address written in it. The 
address should occupy three lines. 1. Name of person addressed; 
2. Street and number, if given ; 3. City and state : or, 1. Name of per- 
son addressed ; 2. Town or City ; 3. State.) 

1. Miss Mary Moore, 

425 Columbus A v., 

Boston, Mass. 

2. Mr. Charles Wall, 

280 Alexander Av., 

New York City, N.Y. 

3. Mrs. A. T. Sawyer, 

Colorado Springs, 
Colorado. 

4. Address correctly a letter to your father or mother. 

5. Address correctly a letter to your teacher. 



86 MANUAL TO LESSONS IN LANGUAGE. 

XIX. 

(Teach how to write the heading of a letter. The heading has 
usually two lines, the first one telling where, the second when, the 
letter is written. Let the pupils copy these headings and afterwards 
write them from dictation.) 

1. Boston, Mass., 

July 16, 1890. 

2. Philadelphia, Pa., 

March 16, 1888. 

3. 417 Broadway, Denver, Col., 

Sept. 6, 1875. 

4. Chicago, Illinois, 

Dec. 18, 1892. 

5. Write the heading of a letter written from your home to-day. 

6. Write the heading of a letter written from this school to-day. 

XX. 

(The salutation of a letter to friend or relative is usually written 
on one line. Teach how to write salutation beginjiing with " My dear 

,'* beginning with '^ Dear ," followed by either name or title, 

as sister, cousin, etc. Let the pupils write these salutations : — ) 

1. My dear Friend. 

2. Dear George. 

3. My dear Mother. 

4. Dear Sister. 

5. Dear Aunt Lizzie. 

6. Dear Cousin Henry. 

7. My dear Frank. 

8. Write a salutation to one of your friends, using his name. 

XXI. 

(The subscription of a letter includes the closing words of affection 
or respect, and the signature of the writer. It should be about as 



THIBB YEAR. 87 

formal or informal as the salutation. To a friend or relative it usually 
expresses affection. Let the pupils write these subscriptions : — ) 

1. Your affectionate son, 

Louis H. Williams. 

2. Your loving daughter, 

Carrie L. Morse. 

3. Your sincere friend, 

Frank Olney. 

4. With much love, from your cousin, 

Jessie Eogers. 

5. Write a subscription for a letter from yourself to your father 
or mother. 

6. Write a subscription for a letter from yourself to your teacher. 

XXIL 

(Teach the position of heading, salutation, body of a letter, and the 
subscription. The first letter of the salutation fixes the position of 
the margin ; the first letter of the body of the letter shows the in- 
dentation of the paragraphs.) 

Write from dictation : — 

N'ewark, N.J., 

Sept. 5, 1892. 
My dear Nellie : — 

We arrived at home safe Wednesday afternoon, and found father 
at the station waiting for us. 

I am sure I never enjoyed a vacation so much before in my life, and 
Jessie says the same thing. 

Do not forget that you have promised to return our visit at 
Thanksgiving time. 

School begins next Monday. 

Your sincere friend, 

Minnie J. Norton. 



88 MANUAL TO LESSORS IN LANGUAGE. 



XXIII. 

Boston, Mass., 

Feb. 16, 1890. 
Dear Charlie: — 

Your picture came Saturday. I was very glad indeed to receive it, 
and thank you very much for it. It looks exactly like you, and I do 
not think that boys' pictures generally do look like them. Mother 
says that I can have some taken sood, and can send you one. 
I would be very glad to receive a letter from you. 

Your friend and playmate, 

Frank Brown. 

XXIY. (Test.) 

1. My brother's book is toru. 2. George's brothers are older than 
he. 3. My sisters live in the country. 4. The scholars' hats are in 
the dressing room. 5. Several girls are in the hall. 6. The boys 
have been playing ball. 7. The boys' jackets are warm. 

XXV. (Test.) 

One Sunday, as Eddie and John were going to church, they dis- 
covered that John's dog was following them. " Will you wait for me 
while I take him home ?" said John. " I will, if you will hurry," said 
Eddie. So John took the dog home and then rejoined Eddie. 

XXYI. (Test.) 

1. I saw Henry, John, Lucy, and Carrie in New York, one Satur- 
day last September. 

2. " Are these the boys' books, mother ? " asked Carrie. 

3. The scholars' pencils all need to be sharpened. 

4. Did you see many boys' skates in the store ? 

5. Ask the question suggested by this sentence : I saw somebody 
running. 

6. Write the answer to this question : Whose book did you lay on 
my table? 

7. Write the answer to this question : How long did you lie down ? 



BOOK I. 



This book is intended for pupils of the fourth, fifth, and sixth 
grades in schools having nine grades below the high school. In 
schools having a different grading it may be understood that this book 
is intended for the middle third of the grades below the high school. 

Notes. 

The Kotes for Teachers at the end of the book should be carefully- 
read before beginping the use of the book, and these notes should be 
referred to often as the class advances. 

Suggestions for the treatment of many of the lessons are given in 
this Manual. It should be understood that the suggestions given are 
applicable to all similar lessons following. Some lessons may be 
omitted if a class be straitened for time. A few of these have been 
indicated. If a still greater reduction be found advisable, the work in 
description may be reduced and some of the reproductions omitted. 

For the convenience of teachers the exercises in punctuation have 
been inserted in this Manual in their proper form. Teachers should 
not fail to emphasize the punctuation by requiring the explanation of 
the use of every mark in the punctuation exercises, and also by requir- 
ing the pupils to point out from the first the illustrations of the several 
rules for punctuation found in the reading, geography, and arithmetic 
lessons. In a short time the pupil will be able to explain the use of 
the greater portion of all the marks of punctuation that he finds, 
except the semicolon. 

Lesson 1, p. 5. — Though such a lesson as this may apparently 
be quickly learned, it should be dwelt upon a few minutes on several 
successive days, and afterwards be referred to often. 

89 



90 MAJSIUAL TO LESSORS IW LANGUAGE. 

L. 3. — See Description of Pictures, p. 10. 

Lesson 5, and similar lessons, should be studied carefully, and each 
pupil be required to give numerous original sentences illustrating the 
use of each word. They should be briefly reviewed many times in 
class, but not assigned for review study. 

L. 9. — At the time of recitation have a pupil read the first ques- 
tion, and secure answers from several pupils ; then do the same 
with the second question, and so on. Several pupils may then de- 
scribe the picture, looking at it, but not reading the questions. Finally, 
each member of the class may write upon his slate or paper a descrip- 
tion of the picture. This will constitute the first recitation upon this 
lesson. 

At the beginning of the second recitation let several pupils, some 
of the best and some of the poorest, copy their descriptions upon the 
blackboard. Let the class criticise and the teacher suggest improve- 
ments in arrangement and in form of sentences. The class may now 
rewrite their descriptions. While they are doing this, the teacher may 
render individual assistance as she passes from pupil to pupil. See 
note 7, p. 213, and note 12, p. 214, Book I. See also p. 10, Manual. 

L. 14. — Dictation exercises may be copied in correct form by pupils 
and at a later exercise may be dictated. Every dictation exercise should 
be repeated once a fortnight or so, at unexpected times, until every 
pupil can write it without mistakes. Other dictation exercises involv- 
ing the same principle should also be given. See Dictation Exercises, 
p. 53 and p. 81. After a class has studied its reading lesson or its 
geography lesson, some paragraph not before announced may be dic- 
tated. This will secure study and will test the ability of the class. 

L. 17. — This lesson should be studied orally in class, one sentence 
at a time, each pupil taking a sentence ; then each pupil may take a 
paragraph. This should be continued until the class can read it 
readily as a reading lesson. It may then be copied as rearranged, 
special attention being given to the paragraphing. A title should be 
selected, and the pupil should gain from this lesson a correct idea of 
the appearance on paper of a well-arranged and well-written com- 
position. 



BOOK I. 91 

L. 18. — Encourage the pupils to give full, sensible, and original 
answers. They should be led to have contempt for the laziness that 
seeks to give the easiest answer that will be accepted. 

L. 21. — Review lessons 2, 11, 13, and 20. Be very painstaking with 
this and similar lessons when they are first studied by the class. 
Each of these lessons may be used several times for unannounced 
reviews. 

L. 22. — This is a particularly important lesson, as very few even 
among educated people pronounce all these words correctly. Drill 
first the ear to recognize the difference in sound between a and a, and 
then by months of practice the tongue to utter these sounds in the 
words in which they are found. The lessons in pronunciation and 
homonyms have no connection with the other lessons, and may be 
taken up at convenience. 

L. 25. — Review lessons 11, 13, 20, 24. 

L. 26. — At the first writing, the children should answer the ques- 
tions as directed. One or more of the exercises written in this 
manner may be copied upon the blackboard, and the class may discuss 
the combinations and improvements that may be introduced. The 
exercise should then be rewritten, not as put upon the board nor as 
amended by class criticism, but in as original and correct a form as 
possible. The object of the criticism of the composition upon the 
blackboard is not to give the children a set of sentences that they may 
copy, but to teach them how to criticise and improve their own work. 

L. 27. — Pupils should orally, book in hand, make the variations in 
phraseology that are suggested. When the outline is put upon the 
board, the pupils should repeat the story from memory by the aid of 
the outline. If the words of the book are forgotten, so much the 
better. Correct inaccurate expressions in the oral work. The exer- 
cise should become familiar to the pupils before the written reproduc- 
tion is attempted. Each pupil should reproduce the story in his own 
phraseology. No two reproductions of the class should be wholly alike. 

L. 31. — Begin with the exercise at the close of this lesson. Copy 
it upon the blackboard as printed ; have the pupils mention the first 



92 MANUAL TO LESSONS IN LANGUAGE. 

mistake, show them how to indicate the proper correction ; have them 
find and read the paragraph in the lesson which tells how to correct 
such mistakes ; and so proceed through the exercise. Then erase the 
corrected exercise and have it again copied as printed. The mistakes 
may be again pointed out, and pupils may be called to the board to 
indicate the proper correction as other pupils read to them the direc- 
tions in the lesson. Xext let each pupil, book in hand, copy the exer- 
cise as printed, and indicate the corrections. Again copy the exercise, 
and without the book indicate the corrections. This will be sufficient 
study of this lesson. Hereafter require the use of these marks as 
oceasion offers, and if the pupil has forgotten them, let him refer to 
this lesson. 

L. 35. — Can you fly like a bird ? Xo, but I can run fast. 

A boy can run and jump and play. A girl can read, sew, and sing. 

Have you seen my new dress? Yes, I saw it yesterday. 

Observe the three paragraphs, and the punctuation of the series. 

Call the attention of the pupils to the paragraphs, and explain 
their use (see p. 8J-). Have pupils use the word paragraph as needed, 
without attempting, at this time, a definition. 

L. 36. — Review lessons 24: and 30. 

L. 43. — Review lesson 36. Have the pupils state all they notice 
about the punctuation and capitals, the margins, the paragraphs, and 
the position of each part of the letters in lessons 36 and 43. 

Have the letters written upon slates from dictation, and several 
copied from the slates upon the blackboard ; correct them by using 
the marks of correction taught in lesson 31. Xotice the arrangement 
of the several parts of the letters. Dictate again and again, until 
every pupil can write them from dictation with entire correctness. 

While this is being accomplished, lessons 44, 45, 46, 47, and 49 
may be studied, and reviews may be taken of lessons not requiring 
written work in the recitation, or the correction of written work. 

L. 48. — The questions in this lesson are serviceable only as sug- 
gestions leading the children to notice and think. Each pupil should 
select a title for his description. It will be well to talk about this 
lesson a few minutes, at t>YO or three successive lessons, leading the 



BOOK I. 93 

children to play of imagination and original suggestions, before under- 
taking to write. 

L. 49. — Another difficult lesson. See remarks on lesson 22. 

L. 55.— Review lessons 37, 38, 54. 

L. 56. — Review lessons 46, 47. 

L. 58. — This lesson should be read many times at the beginning 
or close of recitations, when a minute or two of time can be found. 

L. 63. — Has Willie a drum and fife ? Yes, he has a drum, fife, 
and gun. 

May I walk with you a little way ? Yes, I shall be glad to have 
your company. 

Dogs, cats, horses, and cows are domestic animals. Bears, wolves, 
foxes, and squirrels are wild animals. 

The farmer raises wheat, corn, rye, and potatoes. Can you think 
of other things that are raised on a farm ? 

Why four paragraphs? 

L. 65. — Review lessons 1, 6, 37, 38, 54, 55. While lessons 65, 66, 
and 68 are being studied and recited, let the class be thinking of lesson 
67, and getting ready, by thought and conversation, to write one or 
both of the letters called for. 

L. 69. — Barnum's great show is coming to our town in July. The 
animals are kept in cages. A man goes into the cage with the lion. 
Jumbo is dead. There are elephants, lions, tigers, hyenas, kanga- 
roos, and gorillas in great number in Barnum's menagerie. Have 
you ever seen them ? Yes, I saw them once. 

L. 70. — Review lessons 24, 30. 

L. 71. — Review lesson 11. 

L. 79. — Have the description that your class writes of this picture 
copied and preserved. 

L. 82. — The rule here given in respect to and Oh is not one fol- 
lowed by all good writers, though it has the sanction of high author- 
ity. If your pupils follow it, they will not be led astray. 



94 MANUAL TO LESSONS IN LANGUAGE. 

L. 83. — If the class has not time to write all three of the letters 
called for, let it write one or two of them. This remark may be 
understood as applying to all similar cases which follow. 

L. 85. — May I go with you to see the hens? 

Yes, I am going now. We must go to dinner at 12 o'clock. 

When does the lecture begin ? 

At eight o'clock. 

O Mary, it is time to go to school ! 

Where are my books ? Oh, here they are ! 

L. 88. — The class should be able to take this lesson for a single 
recitation. At the recitation let each pupil read a question and give 
its answer. When this can be done very easily, let each pupil read 
silently several questions and give their answers. 

Should the class be unable to do this readily, lessons 1, 6, 11, 13, 20, 
24, 25, 30, 37, 38, 46, 47, 54, 55, 66, 84 should be reviewed, and then 
lesson 88 should be tried again. 

L. 91. — The written description should be entirely apart from 
the story. The description and the story should be written upon dif- 
ferent days, or the story will so overshadow the description that 
the latter will amount to very little. Make clear to the children the 
difference there is between description and narration. 

L. 96. — Lessons 96, 97, and 98 should be taken up in the same 
recitation, read in class, and explained. The rules in lesson 98 may 
then be learned for the next recitation. 

Hereafter, as long as the exercise is useful, have the rules of lesson 
98 applied to the punctuation of the quotations found in the reading- 
lessons. 

When occasion arises, explain the use of the colon before a quota- 
tion. See Book II, p. 281. 

L. 101. — The distinction between rise and raise^ sit and set, or any 
other words likely to be confused, cannot be sufficiently taught in one 
lesson, nor in a dozen. The distinction must first be clearly perceived, 
and then afterwards referred to with additional exercises, it may be 
for years, until the habit of making the proper distinction becomes 
firmly established. 



BOOK L 95 

Lessons 102 and 103, with a review of lesson 95, should be taken 
for one recitation. 

L. 105. — If teachers feel that too many forms for letters are given, 
and that the subject is treated in too much detail for their classes, 
lessons 105, 109, 110, 113, and 114 may be omitted, or used merely in 
part. 

L. 106. — This description is given to be studied as a model. Let 
the pupils compare the several statements with the picture, then make 
an outline from the description or the study of the picture, and write 
another description. 

Compare the description of this picture which your pupils write 
with the one they wrote of the picture in lesson 79. How much 
increased power of description do you discover ? 

L. 110. — Review lessons 24, 30, 92, 105, 109. After the letter 
forms have been studied and copied, they should be written from 
dictation. 

Let the pupils see that much that has been said as to the arrange- 
ment of the parts of letters is merely a matter of taste, and can be 
accepted or rejected by any one who considers appearance and con- 
venience. See note upon lesson 105. 

L. 112. — The questions do not furnish an outline ; they awaken 
thought. The pupil supplies the outline. The first demand at the 
bottom of the page is for a description of the scene in a general way. 
The second calls for a more detailed description of the pictures which 
the several pupils would paint, in illustration of the lines. The third 
is purely imaginative of a sitting-room in a humble German cottage. 
Nos. 2 and 3 may be omitted, if thought too difficult. 

L. 114. — Review lessons 92, 105, 109, 110, 113. 

L. 118. — Review lessons 20, 66. 

L. 121. — Susan said, " Thank you, Aunt Kate, for my nice new 
book." 

Her aunt replied, " I am glad you like it. Come and see me soon 
and bring your little dog. What do you call it ? '' 

Jennie has taken her doll out for a ride in its little wao^on. Her 



96 MANUAL TO LESSOlSrS IN LANGUAGE. 

dog is running by her side. She says to him, "Jip, don't you run 
away." 

Have the pupils give the reasons for the paragraphing, the rules for 
the marks of punctuation and the capitals. Dictate this lesson again 
and again, if need be, until it can be rapidly written without mistakes. 

L. 122. — Lessons 122, 130, 135, 147, 153, 158, 168, 172, etc., deserve 
careful treatment, for they train the child's powers for description in a 
systematic manner. Their treatment should be mainly oral. 

L. 126. — Review lessons 92, 105, 109, 110, 113, lU, 125. 

L. 131. — Review lesson 116. 

L. 134. — This lesson can be omitted if the teacher prefers. 

L. 145. — Four boys in our school went fishing Saturday. Their 
names are Willie Stewart, Peter Smith, Jack Ray, and Moses Stade. 
Did they catch anything? O yes; they caught many perch, pickerel, 
and trout. Besides, they got their feet w^et and caught cold. 

L. 149. — Have Grace and Jennie got here yet? 

No, not yet. 

I am afraid they will be late. School begins at nine o'clock. Oh, 
here they come in their father's carriage. 

Who is that in the carriage with them ? 

I think it must be their Aunt Susan who has come to spend 
Christmas with them. 

Have the pupils arrange the paragraphs differently, and explain the 
difference in the meaning thus made. 

L. 152. — Teachers w^ho require their pupils to memorize definitions 
should have them learn the definition in this lesson rather than that in 
lesson 154. Teachers W'ho desire pupils to phrase their own defini- 
tions will find assistance in both lessons. 

L. 156. — Last Saturday our entire class w^ent on a picnic. 

Uncle Ned drove us over to the meadow in his long hay wagon. 

How merry we all were ! 

There were five girls and four boys in our party. 

Would you like to know their names ? Well, here is the list : 
David, Edward, Robert, Joseph, Martha, Polly, Sarah, Nora, and 
little Maud. 



BOOK L 97 

L. 159. — Hasn't Frank gone home? 
No, he has to stay after school. 
Is Helen waiting for me ? 

Yes, she asked permission to wait till you came. 
I am sorry, Helen, I kept you waiting so long. Miss Shaw, may 
we go now ? 

Yes, it is time for you to go. 

L. 166. — Eeview lessons 152, 154, 157, 165. 

L. 171. — O John, is it your ship? 

Yes, it is my ship. See the flag. 

Will the ship sail on the pond ? 

Yes, just as well as a big ship. 

Will you go, Harry ? 

Yes. 

Oh, I am so glad ! Come with me. 

L. 176. — Eeview lessons 95, 102, 103. 

L. 181. — Eeview lessons 94, 97, 98. 

L. 182. — Eeview lessons 13, 20, 103. 

L. 201. — In last week's Independent, the Baptists are reported to 
be making great gains in the Southern States. 

Can you give an account of the battle of Gettysburg? 

To what address did you send the letter? I sent it to "Wm. 
Thompson, Esq., Thompsonville, Conn." 

Have you had any reply? No, not yet. I don't expect any answer 
before Thanksgiving. 

On what day of the week does Thanksgiving usually come ? On 
Thursday. 

L. 214. — Eeview lessons 152, 154, 166. 

L. 218. — Eeview lessons 35, 82, 98. 

London is in England, Berlin is in Germany, St. Petersburg is in 
Eussia, and Washington is in the United States. 
The cat said, " I'll catch you, little sparrow." 
" No, you will not. I'll fly away," said the bird. 
" Where are you going, my pretty maid ?" 
" I'm going to the meadow, sir," she said. 



98 MANUAL TO LESSONS IN LANGUAGE. 

L. 223. — Review lessons 214, 215, 220. 

L. 224. — Pupils may now have assigned to them for seat work the 
preparation of letters to the teacher, or to some other person, in which 
they criticise, in accordance with the suggestions of this lesson, the 
written exercises of their classmates. 

The teacher should see that the work of criticism is carefully done, 
but may in this way be relieved of a great burden of work, while the 
pupils are much profited in undertaking it. 

L. 227. — Review lesson 218. 

L. 233. — Review lesson 229. 

L. 234. — A sparrow caught a fly on the bough of a tree. The fly 
cried out, " Oh, dear sparrow ; let me live, and go my way." " No," 
said the sparrow ; " you must die, for I am great, and you are small." 

L. 240. — An old miser had a tame jackdaw that used to steal pieces 
of money, and hide them in a hole. The cat saw him do this, and 
said, " Why do you hide those round, shining things, that are of no 
use to you?" "Why," said the jackdaw, "my master has a whole 
chest full of them, and makes no more use of them than I do." 

L. 242. — Review lesson 236. 

L. 249. — Review lessons 218, 244. 

L. 256. — Peru, one of the largest states of South America, lies 
among the Andes. Palestine, or the Holy Land, lies along the east 
coast of the Mediterranean Sea. Egypt, one of the oldest countries 
in the world, is in the northeastern part of Africa. The capital of 
Turkey, Constantinople, is in Europe. Lisbon, the capital of Portugal, 
was once almost destroyed by an earthquake. Australia, the largest 
island of Oceanica, is often called a continent. 

L. 258. — Review lessons 245, 248, 250, 254, 257. 

L. 274. — Dictate this exercise until it is readily written by every 
pupil. 

All the rules of punctuation usually needful for the punctuation of 
arithmetical solutions have now been taught (except the use of the 
semicolon in some instances, for which the teacher may give instruc- 



BOOK I. 99 

tion as required). Have the pupils apply the principles of punctuation 
already taught to everything which they write, and often to explaining 
the use of the marks of punctuation found in the lessons in their 
text-books. 

L. 292. — Review lessons 218, 244, 249, 264. 

L. 297. — Greenland and Iceland belong to Denmark, and are called 
Danish America. The inhabitants of Iceland came first from Europe, 
and are a hearty, moral, and well educated people. 

Look at this big, burly Irishman. He is tall and well made, and 
has strong arms for pulling the oars and hoisting the sails. 

New York was settled by the Dutch, and was first called New 
Amsterdam by them in memory of their old home. 

L. 312. — Clara had a little spot in the garden which she called all 
her own. She planted her flower-seeds in the spring, and watered and 
cared for the flowers all summer. 

One day she was pulling up the weeds, when she saw her name 
written in green letters. Slowly she spelled it out. Who could have 
put it there ? 

"O mamma," she called, ^'do come and see my garden. See, there 
is my name growing right in the centre. Isn't it pretty ? How did 
it ever grow that way, mamma ? " 

Her mother then said, " I planted the seeds in that way because I 
thought it would please you.'' 

Clara was very glad her mother had done this for her. She took 
good care of the little plants. 

L. 321. — Two or three of the more thoughtless among the boys 
were ready to laugh at him for stopping to help an old woman. 

" It was but a little thing to do, boys," he answered, " and then, 
she is somebody's mother. Some one sometime may give a helping 
hand to my mother, if it ever happens that she's poor and old, and 
her own boy is far away." 

The boys made no answer, for they felt that he was right. 



BOOK II. 



If pupils have studied Book I, the earlier lessons in Book II will be 
in the main a review, and can be passed over rapidly. The remarks 
under the several lessons are intended to be applied not merely to the 
lesson under which they stand, but equally to all similar lessons that 
follow. 

Lesson 2. — Review lesson 1. That a sentence be an imperative 
sentence, requires that it be in the imperative form as well as that it 
expresses a command, a wish, or a request. 1 command you to do it 
is not an imperative sentence; nor is / wish you would come, though 
the first expresses a command and the second a wish. 

Do not raise such a difficulty with pupils, but be ready to give the 
explanation if the pupils require it. An exclamatory sentence is 
really a declarative, interrogative, or imperative sentence expressing 
strong feeling. It is put down as a ^' kind of sentence " because most 
grammarians so term it, and because it is more convenient to form 
and apply the rules of punctuation if it be so called. 

L. 4. — The principle of punctuation that every figure, letter, word, 
or group of w^ords, which represents a sentence should be follow^ed by 
the terminal mark of that sentence, is an important one, and the illus- 
trations of it, to be readily found in the pupils' text-books, should be 
pointed out. 

L. 5. — Such a lesson is not to be learned and recited, buifc to be 
carefully read and comprehended. See that pupils think as they 
read it. 

L. 7. — Review lessons 1, 2, 6. 

L. 8. — Review lessons 3, 4. 
100 



BOOK 11. 101 

L. 9. — Review lesson 5. If the work of the class suggests better 
topics let them be assigned iiistead of those named. 

L. 10. — Review lessons 6, 7. 

L. 13. — Review lessons 1, 2, 7, 10, 12. 

L. 14. — Review lesson 8. 

L. 16. — Review lessons 3, 4. 

L. 17. — Such a lesson as this should be divided and taken, one 
topic at a time, while other lessons near it are being studied and 
recited. 

L. 18. — Review lesson 15. 

L. 19. — Review lesson 16. 

L. 22. — As fast as the rules of punctuation are learned, they should 
be applied ; first, to explain the use of the punctuation marks and 
capitals in paragraphs of the text-books ; second, to the punctuation 
of gems, verses, maxims, and paragraphs containing valuable informa- 
tion or fine sentiment which the teacher may dictate ; third, to the 
punctuation of the pupil's own papers. 

In dictating for punctuation, the teacher should name the marks of 
punctuation which the pupil is unable to supply, and omit those which 
the knowledge of the pupils is sufiicient to insert. 

L. 23. — Review lessons 1, 2. 

L. 24. — Review lesson 22. 

L. 25. — See suggestions in Notes to Teachers. Also remarks on 
lesson 101, Book I. 

L. 28. — See remarks on lesson 31, Book I. 

L. 35. — Review lessons 7, 10, 12, 15, 18, 21, 23, 27, 31. 

L. 36. — The list of compound words given should be taken, not as 

complete, but as illustrations of how similar words should be written. 

Do not commit the list to memory, but refer to it as occasion offers. 

L. 27. — Review lesson 23. 

L. 29. — Review lessons 22, 24. 



102 MAyUAL TO LESSONS IN LASGUAGE. 

L. 31. — Review lesson 27. 

L. 34. — Review lesson 80. 

L. 35. — Review lessons 6, 7, 10, 12, 15, 18, 21, 27, 31. 

L. 38. — Try the lesson orally first, and discuss the advantages of 
different improvements that may be suggested. Have several pupils 
write the first paragraph upon the board, each according to his judg- 
ment, then compare, discuss, and decide. Do the same with the 
second paragraph. 

K pupils write such sentences in any of their essays, — and they 
will be very likely to do it, — have them refer to this exercise for 
suo'R'estions, and rewrite their work. 

Lesson 39 will furnish material for several recitations. A method 
for the first lesson would be to send a pupil to the board to write the 
suggestions of the class as to what might be mentioned in the descrip- 
tion of the horse. The class and teacher suggest points, and after 
agreement upon the form has been reached, the pupil at the board 
writes down the different suggestions. He thus prepares an outline 
similar in some respects to tlie first or the second outline given in the 
lesson. The class then decides upon the best order of those topics, 
and the pupil at the board rewrites them in this order. 

Each pupil then writes upon his slate one, two, or more sentences 
upon each topic upon the board, taking them in order. Each pupil 
then combines, changes, and improves that which he has written, and 
rewrites it upon paper, in the best form of which he is capable. 
SoTue of the best of them should be copied upon the board, to form a 
model for others. 

If the teacher will do this work himself, carefully and fully, two or 
three days before the class attempt it, he will be better prepared to 
guide the class in this work. 

The description may be copied into a composition book, or placed 
on file for future reference. In four or five months from the first 
writing, have the class again write upon the same topic; and, after 
correction and copying, as was first done, let the two exercises be 
compared. 

As often as once a month, a composition should be placed on file 
for future comparison, as above indicated. 



BOOK II. 103 

L. 40. — Review lessons 12, 13. 

L. 41. — After the class has mastered this lesson and the exercise 
in it, extend it, first, by giving several sentences to be analyzed, con- 
taining only subjects and predicates; second, by asking for several 
such sentences from each member of the class. 

Do this with each lesson in analysis, being careful not to introduce 
elements not yet treated of. 

L. 43. — Review lesson 40. 

L. 44. — Review lesson 32. 

L. 47. — Review lessons 15, 18. 

L. 48. — After it has been corrected, have the description of the 
hear copied and preserved. See p. 65. 

L. 49. — Review lessons 12, 13, 40, 43. That a verb is sometimes 
transitive and sometimes intransitive, according to its use, should now 
be shown by numerous examples. He studies grammar (transitive). 
He studies diligently (intransitive). This class reads very well. You 
may read lesson 45. 

L. 50. —Review lessons 22, 24, 28, 44. 

L. 51. — Review lessons 41, 47. If the teacher chooses to introduce 
with this lesson the adverbial element, which is marked with a line 
beneath it, as the adjective element is by a line above it (see lesson 
91, p. 81), she will be able to select additional sentences for analysis 
with less difficulty, though the order of treatment will not be quite so 
logical. 

L. 52. — Review lessons 8 and 14. 

L. 54. — Review lessons 6 and 7. 

L. 57. — Review lesson 52. 

L. 59. — Review lessons 32, 36, 44, 50, 55. 

L. 63. — It is a waste of time and energy to require pupils to com- 
mit to memory such lists as are in this lesson ; but they should be 
able to state the facts as to the number of each noun in the lesson. 



104 MANUAL TO LESSONS IN LANGUAGE. 

L. 66. — Spend a week, or two weeks, on this lesson, discussing the 
thoughts and their application. Show that several of the quotations 
mean very nearly the same thing ; group them together ; arrange the 
groups in good order for treatment ; find the main thought in each 
group ; state this thought in a short sentence ; have every pupil copy 
these sentences upon paper, and with them at his hand, and the book 
laid aside, let him write as fully as he can upon True Politeness, 
making no quotations. While this is being done, other work in lan- 
guage, advance or review, should, of course, be in progress, and form 
a portion, greater or less, of every recitation. 

The method of writing a composition outlined above is the method 
to which the pupil should become accustomed in his treatment of all 
abstract subjects; except that, of course, he usually deals with his 
own thoughts rather than with those furnished to his hand as here. 

His method, then, will be : First, he will write down all the 
thoughts that occur to him upon the topic ; second, he will investigate, 
read, converse, reflect upon the points upon which he wishes further 
light. At length he will begin the process which has been described 
in the directions for the treatment of this lesson. 

The pupil should review this lesson every few months, treating it 
as freshly and fully as he is able, and comparing the result of his 
effort with what he had previously done. 

L. 71. — Review lesson 67. 

L. 74. — This lesson will afford suggestion of the proper method 
of treating such a subject. It should, of course, be given only at the 
proper season of the year. If the class has, unfortunately, had no 
training in such observational work, the lesson will be too difficult, 
and should be omitted. 

So also lessons 80, 87, 93, 100. 

L. 75. — Review lesson 72. 

L. 78. — Review lessons 41, 47, 51, 75. Further sentences for 
analysis are the following : — 

Take things always by the smooth handle. — Jefferson, 

Education is the cheap defence of nations. — Edmund Burke. 

In character, in manners, in style, in all things, the supreme excel- 
lence is simplicity. — Longfellow. 



BOOK II. 105 

Night, sable goddess, from her ebon throne, 
In ray less majesty now stretches forth 
Her leaden sceptre o'er a slumbering world. 

— Young. 

June is the pearl of our New England year. 

. . . Long she lies in wait, 

Makes many a feint, peeps forth, draws coyly back, 

Then from some southern ambush in the sky, 

With one great gush of blossoms storms the world. 

— Lowell. 
— Review lesson 47. 

- Review lessons 27, 49. 

- Review lesson 51. 
• Review lessons 67, 71, 72, 75, 85. 
•Review lesson 21. 

.— Review lessons 12, 13, 40, 49, 85. 
. — Review lesson 90. 
Review lessons 85, 94. 

- Review lessons 90, 96. 

L. 105. — Review lessons 40, 85, 94. 

L. 107. — Review lessons 90, 96, and 103. Require pupils to point 
out illustrations of the statements of these lessons in their reading 
lessons. 

L. 109. — Review lessons 23, 47. 

L. 112. — Review lessons 44, 75, 76. 

L. 115. — Review lesson 91. 

L. 118. — Review lesson 112. 

L. 120. — Pupils should take pains with reproductions, not to repeat 
as nearly as may be the language of the work, nor yet simply to give 
the thought ; biit to give the thought in the fullest and most pleasing 
manner of which they are capable. 



L. 


OJ.. ■ 

85. 


L. 


86. 


L. 


89.- 


L. 


91.- 


L. 


94.- 


L. 


96. 


L. 


98.- 


L. 


103 



106 MANUAL TO LESSDNS IN LANGUAGE. 

" You should submit to the judgment of your pupils various schemes 
of possible arrangement and gradually make them feel the superiority 
of some to others, while there may be occasions where the reasons are 
equally balanced. I do not know any exercise, within the compass of 
grammar, more profitable than this. It no doubt rises beyond gram- 
mar into considerations commonly included in rhetoric." — Alexan- 
der Bain, On Teaching English, p. 6. 

L. 125. — Review lesson 49. 

L. 131. — Review lessons 125, 129. 

L. 132. — Review lesson 122. 

L. 135. — Review lesson 112. 

L. 141. — Review lesson 137. 

L. 142. — Learn this lesson so that when any irregular verb is 
named its principal parts and class can be given. 

L. 143. — Review lessons 76, 122, 126, 132. 

L. 152. — Review lessons 90, 96. 

L. 154. — Review lessons 54, 135. 

L. 155. — Review lesson 22. 

L. 158. — Review any lessons upon punctuation not fully fixed in 
the pupils' minds. 

L. 162. — Review lessons 10, 112, 121, 147. 

L. 166. — The study of the regular conjugations of the verb is di- 
vided into several lessons, in which the subject is treated in a new and 
helpful order. In lesson 166 the pupil learns the present tense of 
shall and will, and the form of arrangement of a tense in conjugation. 
In lesson 172 he learns the conjugation of may with its past tense 
might. These two preliminary lessons on the auxiliaries being learned, 
the pupil is able in lesson 176 to give the entire conjugation of have. 
He learns the present tense and the past tense of this verb. The 
future tense is simply have joined to shall and will, already learned. 
The remaining three tenses of the indicative are formed from the three 
just given by simply adding had. The present and past potential are 



BOOK II. 107 

formed by adding have to the forms of may already learned, and the 
present perfect and past perfect by adding had to these forms. 

No advance beyond lesson 176 should be made until each pupil can 
easily repeat or write every part of the conjugation of the verb have. 

L. 167. — Review lessons 152,157. The following stanza from 
Longfellow is a model of good arrangement of adverbial and adjective 
modifiers with an emphatic subject : — 

In the Old Colony days, in Plymouth, the land of the Pilgrims, 
To and fro, in a room of his simple and primitive dwelling. 
Clad in doublet and hose, and boots of Cordovan leather. 
Strode with a martial air Miles Standish, the Puritan Captain. 
It may be used for analysis and parsing. 

L. 168. — The proper officer of the bank upon which a check is 
drawn may " certify " it by writing his name across the face of the 
check under the word good or some customary equivalent. A check 
so treated is called a " certified check." 

Have pupils prepare checks payable to A , B , or bearer, 

and " certify " them. 

L. 172. — Review lesson 166. 

L. 174. — Review lesson 168. Notes and drafts (see lessons 182 
and 197) are endorsed in the same way and with the same effect as 
checks. Each person who endorses a check, note, or draft guarantees 
its payment unless he writes above his name " without recourse," in 
which case he simply transfers his title or interest but does not guar- 
antee the payment. 

L. 176. — Review lessons 166, 172. 

L. 179. — Review lessons 166, 172, 176. Do not attempt this lesson 
until lesson 176 is thoroughly familiar. 

L. 180. — Review lessons 90, 96, 107. 

L. 184. — This lesson must be made thoroughly familiar by daily 
reviews. 

L. 185. — Review lesson 180. 

L. 187. — Review lessons 129, 131. 



108 MANUAL TO LESSONS IN LANGUAGE. 

L. 189. — Review lessons, 15, 40. 

L. 196. — Eeview lesson 193. 

L. 198. — Review lessons 193, 196. 

L. 202. — Review lesson 166. 

L. 203. — Review lessons 145, 159, 168, 174, 182, 191, 197. 

L. 205. — Review lesson 167. 

L. 206. — Review lessons 166, 172, 176, 179, 184, 193. 

Review lessons 196, 198, 202. 

L. 209. — I^ow or soon, let the pupils turn back to lesson 144, and 
write it again. They should not write again what they wrote before, 
but should see how much better they are now capable of doing than 
they then were. A test of this kind should be made once a quarter, 
or of tener. 

L. 211. — Review lessons 145, 182, 197. 

L. 215. — Review lesson 210. 

L. 218. —Review lessons 12, 49, 125, 129, 131. 

L. 225. — A lesson like this should be divided up and taken piece- 
meal ill connection with reviews or lessons requiring composition. 

L. 234. — Review lesson 230. 

L. 236. — Have the following beautiful description by Longfellow 
of a summer's morning copied upon the board. Have the pupils 
study it until they feel its beaut}^, then lead them to take the further 
step and find in what the secret of its beauty lies. 

Can they find any beautiful paragraphs in their reader, whose 
beauty springs from the same source ? 

The village of Plymouth 
Woke from its sleep, and arose, intent on its manifold labors. 
Sweet was the air and soft ; and slowly the smoke from the chimneys 
Rose over roofs of thatch, and steadily pointed eastward. 
Merrily sang the birds, and the tender voices of women 
Consecrated with hymns the common cares of the household. 
Out of the sea rose the sun, and the billows rejoiced at his coming; 



BOOK IL 109 

Beautiful were his feet on the purple tops of the mountains ; 
Beautiful on the sails of the Mayflower riding at anchor. 

— Courtship of Miles Standish, 
L. 241. —-Review lessons 51, 82, 86. 

L. 245. — Review lesson 154. 

L. 247. — Review lesson 242. 

L. 248. — Review lessons 154, 245. 

L. 253. — Review lessons 23, 31. 

L. 257. —Review lessons 242, 252. 

L. 261. — The study of metaphor should be continued incidentally 
for many months. The pupils should be required to select and explain 
all the metaphors found in their reading lessons. They should also 
be encouraged to bring to class examples of striking and pleasing 
metaphors found in their other reading. 

L. 262. —Review lesson 259. 

L. 267. — Review lessons 23, 253. 

L. 272. — Review lesson 254. Additional sentences for practice 
may be found below : — 

Thou art master of thy unspoken word ; thy spoken word is master 
of thee. — Anonymous, 

A soft answer turneth away wrath, but grievous words stir up 
anger. — Proverbs, 

This was the wedding morn of Priscilla, the Puritan maiden, and 
her friends were assembled together. 

Guard well thy thoughts ; our thoughts are heard in heaven. — 
Young, 

The day is done, and slowly from the scene. 

The stooping sun upgathers his spent shafts, 
And puts them back into his golden quiver. 

— Longfellow, 
The splendor falls on castle walls, 
And snowy summits old in story. 
The long light shakes across the lakes, 
And the wild cataracts leap in glory. 

— Tennyson. 



no 



MANUAL TO LESSOJSTS IJST LANGUAGE. 

Now came still evening on, and twilight gray 
Had in her sober livery all things clad. 

The noble stag was pausing now, 
Upon the mountain's rugged brow. 
With anxious eye, he wandered o'er 
Mountain and meadowy moss and moor. 

A traveller through a dusty road, 
Strewed acorns on the lea ; 
And one took root, and sprouted up, 
And grew into a tree. 

All things above were bright and fair, 
All things were glad and free ; 
Lithe squirrels darted here and there, 
And wdld birds filled the echoing air 
With songs of liberty. 



Within the fisherman's cottage, 
Is shining a ruddy light ; 
And a little face at the window 
Peers out into the night. 

The old house by the lindens 
Stood silent in the shade, 
And on the gravelled pathway 
The light and shadow played. 



- Milton, 



— Scott. 



— Mackay. 



— Anonymous. 



— Anonymous. 



— Longfellow. 



L. 275. —Review lesson 271. 

L. 276. — Review lessons 253, 267. 

L. 278. — Review lessons 254, 272. 

L. 280. — Review lessons 273, 277. 

L. 285. — Sentences 1, 2, and 4 are periodic ; 3, 5, and 6 loose. 

L. 287. — Review lessons 276, 278. 



BOOK 11. Ill 

L. 292.— Review lessons 273, 277, 280, 286. 
L. 304. — Review lessons 294, 296, 300. 
L. 309. — Additional sentences. 

The day is drawing to a close, 

And what good deed since first it rose, 

Have I presented, Lord, to Thee, 

As offerings of my ministry ? 

What wrongs repressed, what right maintained, 

What struggle passed, what victory gained. 

What good attempted, and attained? 

Feeble, at best, is my endeavor ! 

I see, but cannot reach the height 

That lies forever in the light. 

And yet, forever and forever. 

When seeming just within my grasp, 

I feel my feeble hands unclasp 

And sink discouraged into night ! 

For Thine own purpose Thou hast sent 

This strife and this discouragement. 

— The Golden Legend. 

Every inmost aspiration is God's angel undefiled, 

And in every " O my father ! " slumbers deep a " Here, my child." 

L. 313. — Review lesson 160. 

L. 326. — Require the pupil to refer to the rule for each capital and 
mark of punctuation. Study the exercise until this can be done quickly 
and correctly. 



LIBRARY OF CONGRESS 

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